Thinking Outside the Borders
was a collaboration of the:
Mortenson Center for International Library Programs
University of Illinois Library at Urbana-Champaign
142 Undergraduate Library, MC-522
1402 W. Gregory Drive, Urbana, Illinois 61801 USA
http://www.library.uiuc.edu/mortenson/
www.library.illinois.edu/mortenson
and
Illinois State Library
Gwendolyn Brooks Building
300 South Second Street
Springfield, Illinois 62701 USA
http://www.cyberdriveillinois.com/departments/library/
Cover graphic created by Josh Schroeder
Table of Contents
Open Arms, Open Borders.................................................... 1
Anne Craig
Welcome Message................................................................ 3
Paula Kaufman
Bonnie Matheis
Joe Natale
Building and Growing a Successful Partnership............. 5
A Global Leadership Context for Librarians.................... 8
Barbara J. Ford
Susan Schnuer
How to Facilitate an International Institute................12
Barbara J. Ford
Susan Schnuer
Evaluating Training����������������������������������������������������������� 17
Debra Wilcox Johnson
Learning About Self:
Campbell Leadership Descriptor......................................24
Mary Ann Mavrinac
Leadership Qualities for Future Library Leaders:
Carol’s 10 Steps to Being a Great Library Leader........45
Carol A. Brey-Casiano
Thinking Outside the Borders i
What Does it Mean to Lead in the International
Library World?�������������������������������������������������������������������� 50
Ujala Satgoor
Kathryn J. Deiss
Intentional Leadership and Interpersonal
Effectiveness����������������������������������������������������������������������� 55
“What Was Left To Do? Cry? No. Create.
Create Libraries:” Transforming Communities through
Leadership and Library Service��������������������������������������� 67
Clara Budnik S.
Adapted by Sandra Ríos Balderrama
Carol A. Brey-Casiano
Elizabeth Pierre-Louis
Library Advocacy in a World Community.......................74
Konesans se Libète - Knowledge is Freedom
Burdens and Paradoxes of Literacy in Haiti������������������ 83
Disasters Know No Borders: The Crucial Nature of
Disaster Planning��������������������������������������������������������������� 90
Julie A. Page
Thomas F. R. Clareson
Thomas H. Teper
A Space, a Place and a Time: Locating One’s Self
in a Multicultural World�������������������������������������������������110
Ujala Satgoor
Sandra Ríos Balderrama
Pamoja: A Learning Activity for the
Information Age���������������������������������������������������������������127
Susan Schnuer
Welcome to the Multicultural Café: Shifting
the Context and Creating Inclusion�����������������������������137
Sandra Ríos Balderrama
Thinking Outside the Borders ii
Planning for Successful
Digital Imaging Projects��������������������������������������������� 151
Alyce Scott
Library 2.0: Creating a Borderless Library����������������� 157
Michael Sauers
“The Institute Was Great, But Now What?:”
Partnership Projects������������������������������������������������������� 161
Dawn J. Cassady
Keep Thinking Outside the Borders!����������������������������� 169
Jean Wilkins
Contributing Authors..................................................... 170
Thinking Outside the Borders iii
Open Arms, Open Borders
Anne Craig
Director, Illinois State Library
“Librarians
everywhere
are working together
to develop strategies
and initiatives to deal
with the ever-changing
global needs of our
patrons.  Thinking
Outside the Borders
focuses on a host
of issues ranging
from preservation
of materials
and expanding
technology to
resource sharing and
advocacy.”
In the rotunda of the State House in Springfield is the
statue of a woman with open arms, representing “Illinois
Welcoming the World.”  The statue, sculpted in plaster
by Julia M. Bracken, was first displayed in the Illinois
Building at the World Columbian Exposition in 1893.
Two years later, the statute was replicated in bronze
and dedicated in the capitol.
One of the highlights of the legendary event held
in Chicago at the cusp of the 20th Century was the
exhibition’s emphasis on the emerging technology of
electricity as a driving force for progress. As the 21st
Century fast-forwards into the future, ever-developing
technological tools that facilitate information exchange
and resource sharing are shaping a more compact
planet.
On behalf of the Illinois State Library, I had the unique
opportunity to welcome librarians from around
the world to the first Thinking Outside the Borders
leadership institute in international librarianship in
September 2005. This was the first conference of its
type where librarians from the world and from the
United States met together to discuss common issues
and challenges facing them. The conference was held
with great expectations that it would sow the seeds for
mutual and multicultural cooperation that we will all
reap for years to come.
Librarians everywhere are working together to develop
strategies and initiatives to deal with the ever-changing
global needs of our patrons.  Thinking Outside the
Borders focuses on a host of issues ranging from
preservation of materials and expanding technology
to resource sharing and advocacy. The institutes have
been a successful means of allowing participants
to understand common issues; to develop a deeper
understanding of how libraries operate in other
countries; and to utilize cross-cultural communication
networks and strategies.
Illinois Secretary of State and State Librarian Jesse White
and the Illinois State Library are pleased to be part of
Craig
Thinking Outside the Borders 1
Welcome to the World
this important publication.  We are also enormously proud of the strong partnership we
have forged with the Walter C. and Gerda B. Mortenson Center for International Library
Programs that formed the foundation of the Thinking Outside the Borders initiative. We
value the cooperation of the Arizona State Library and Archives and Nebraska Library
Commission that partnered in this National Leadership Grant activity graciously funded by
the Institute of Museum and Library Services.
To ensure that citizens everywhere have access to information that improves their lives, we
must work to maintain our libraries as the best and most reliable repositories for information
anywhere.  This publication can be a powerful tool developing new library leaders throughout
the world, as it provides the blueprint for convening similar conferences.
This sort of conference holds much promise. As participants share their ideas and seek
solutions to common problems, it should always be remembered that no one, regardless
of country of origin, has a monopoly on the right way to do something. Everyone is on the
common ground of cooperation and friendship. There will be many valuable experiences
and lessons learned during a Thinking Outside the Border institute; but when all is said and
done, the most important lesson is that in our world community, the only way to have a
friend is to be one.
Craig
Thinking Outside the Borders 2
Welcome to the World
Welcome Message
Paula Kaufman
University Librarian and Dean of Libraries,
University of Illinois at Urbana-Champaign
“Thinking outside
of the box has
been the hallmark
of the Mortenson
Center’s success in
making a difference
to librarians and
librarianship around
the world.”
The University Library is proud to be home to the
Walter C. and Gerda B. Mortenson Center for Library
Programs. Guided by the Mortensons’ vision of
promoting international understanding and world
peace through education and training of librarians
and led by two Mortenson Distinguished Professors, Marianna Tax Choldin and, currently, Barbara J. Ford the Center has provided professional development and
training opportunities to more than 800 librarians from
nearly 90 countries. The Mortenson Center’s location
at Illinois reflects the University’s national leadership
in international studies and commitment to extending
the campus to the world and the world to the campus
and the University Library’s long-standing leadership in
international librarianship.
Thinking outside of the box has been the hallmark of
the Mortenson Center’s success in making a difference
to librarians and librarianship around the world.
Participation in its programs is sought avidly by
practicing librarians around the globe and its programs
have changed and expanded as the needs of the world’s
libraries and librarians since the Center’s founding
seventeen years ago. As the clamor for the development
and support of library leaders intensified in recent
years, the Mortenson Center seized a leadership
role by developing the innovative and successful
Thinking Outside the Borders program. This program
is differentiated from other important and useful
leadership development programs, including Synergy
(Illinois State Library), the Frye Institute (Council on
Library and Information Resources, Educause, Emory
University), the Executive Leadership Institute (Urban
Libraries Council), the Research Library Leadership
Fellowship Program (Association of Research Libraries
with university partners, including Illinois), summer
institutes at Harvard and Vanderbilt universities and
others, by its focus on librarians from a broad array of
types of libraries, its mix of participants from the United
States, Canada, Africa, Latin America, the Caribbean
and Asia, its focus on technology and preservation, its
Kaufman
Thinking Outside the Borders 3
Welcome Message
utilization of a variety of teaching and learning methodologies, and its inclusion of library
leaders from around the world.
Those of us who work in academia are often more comfortable interacting and working with
other academic librarians, regardless of the country in which we practice. We understand
generally the cultures of higher education, we support the teaching, learning, and research
needs of scholars and students, and we face similar challenges and opportunities. Librarians
in other sectors – schools, public libraries, state libraries, special libraries – share similar
affinities with others in similar settings. By purposely including librarians from many
countries and all library sectors in its programs, the Mortenson Center’s approach to
learning helps foster understanding across many borders, both literal and figurative.
Leadership skills are learned skills. The success of Thinking Outside the Borders is
characterized by multifaceted learning. Participants concluded their involvement in the
program with new leadership skills, new skills in technology and preservation, and new
and enlarged understandings of librarianship beyond traditional specialty and geographic
borders. It marks an important step in achieving broadened understanding, which leads
ultimately to global peace.
Kaufman
Thinking Outside the Borders 4
Welcome Message
Building and Growing a
Successful Partnership
“The impetus for
Thinking Outside the
Borders came from the
working relationship
and mutual respect
that the staffs at the
Mortenson Center
for International
Library Programs
and Illinois State
Library had forged
from a very successful
partnership that
began in May 2001,
when a delegation
from Russia visited
Illinois.”
Bonnie Matheis
Illinois Center for the Book & Mortenson Programs
Coordinator, Illinois State Library
Joe Natale
Executive Assistant to the Director for Planning
and Outreach, Illinois State Library
The impetus for Thinking Outside the Borders came
from the working relationship and mutual respect the
staff at the Mortenson Center for International Library
Programs and Illinois State Library had forged from a
very successful partnership that began in May 2001,
when a delegation from Russia visited Illinois. The
delegation was comprised of small town mayors and
city officials from small Russian communities. The
idea behind the visit was to groom leaders in Russian
cultural institutions, including libraries. In return, a
group of Illinois librarians went to Russia to see what
was implemented as a result of the visit to Illinois.
As a result of that cultural encounter, the State Library
began to host Mortenson Associates in Springfield
because of its ability to offer programs for the Associates
and its location as a base to tour historic sites related
to Abraham Lincoln. While these visits were stimulating
for both the Mortenson Associates and the State Library
staff, it quickly became obvious we could do so much
more with the partnership. So, that fall, the Illinois State
Library Host Program began.
The host program placed Mortenson Associates in the
homes and libraries of librarians statewide. The State
Library used its connections with libraries across the
state to find the proper libraries to host the international
librarians. The strategy for Illinois library placement
was to try to match closely the size and type of library
along with those that could cater to the special interests
of the international librarians. The original goal of the
Illinois Library Host Program was two-fold: 1) it would
give the international librarians the opportunity to
observe first-hand the day-to-day operations of libraries
in Illinois; and 2) it would give the Mortenson Associates
the opportunity to share information and stories about
libraries in their countries. As of 2007, 46 Illinois libraries
have hosted a total of 103 Mortenson Associates.
The host program far exceeded its expectations, allowing
international librarians to form strong professional and
Matheis/Natale
Thinking Outside the Borders 5
Building and Growing a Successful
Partnership
personal bonds with each other and their host librarians. This created a total turn-around
in thought because the Associates were teachers as much as they were students; and Illinois
librarians were students as much as they were teachers. Both learned much about each
other, their families and their nations’ governments, religions and climates. Both discovered
that there was more that united them than divided them. Both shared the same professional
concerns, such as networking, cross-cultural communication, preservation, advocacy,
disaster preparedness, leadership, best practices, serving diverse populations, innovative
services, problem solving, negotiation, international issues and funding. From this, the idea
for Thinking Outside the Borders was born.
The international leadership training components of the initiative were based on the
leadership programs hosted by the Mortenson Center and the State Library. The Mortenson
Center offered its first leadership institute to Mortenson Associates in October 2001, and
refined the curriculum each time it was repeated, including a three-day leadership institute
in San José, Costa Rica in December 2003. While the Mortenson Center was concentrating on
international librarians, the State Library initiated the Synergy library leadership initiative
in 2003. The goal of Synergy was to offer a program that recruited and nurtured library
leaders in Illinois. One of the objectives was to help librarians understand the local, state,
and global environments.
A literature review was conducted in the grant application phase, and it was discovered
that there was an increased emphasis on leadership in library and information science. Not
surprisingly, over the past few years, many organizations have started offering these types
of institutes. In fact, the Association of Research Libraries has developed a registry of 25
library leadership development programs. The need for this project became clear upon the
review of the content of several leadership programs (Harvard Program of the Association
of College and Research Libraries, the Frye Leadership Institute, the University of California
at Los Angeles Senior Fellows Program, the Urban Libraries Council, Leadership for Public
Libraries, and the Snowbird Leadership Institute.) There are many differences among these
institutes, but it is clear that they did not focus on engaging participants in the discussion
and understanding of global library issues. None of the institutes were designed to meet the
needs of a diversified audience of U.S. and international librarians.
There was also an increasing interest in international librarianship in Illinois due in part
to the rising Hispanic and Latino population in the state. The 2000 census indicates that
in Illinois, the Hispanic or Latino population (of any race) is 12.3 percent (1.5 million of
12.4 million people) mirroring the federal census of 12.5 percent (35 million of 281 million
people). The Hispanic or Latino growth rate in Illinois between 2000 and 2006 was 22.2
percent. In Illinois, there are counties that reach or exceed the state and national census
percentage of Hispanic or Latino: Boone County (12.5 percent); Cook County (19.9); Kane
County (23.7); and Lake County (14.4). At Rolling Meadows Library in Cook County, the
Hispanic and Latino population is 4,725 of 24,604 people. As a result, the library has hired
one staff member from Spain and another from Argentina. In Beardstown in Cass County,
1,032 of 5,766 people are Hispanic or Latino, resulting in a major social and cultural change
in the Midwest community.
The staffs of the Illinois State Library and Mortenson Center began working in the fall
of 2003 on a National Leadership Grant to be submitted to the Institute for Museum
and Library Services (IMLS). The partners requested $350,000 from IMLS to support the
Thinking Outside the Borders initiative in Illinois. The major activities for the proposal were
Matheis/Natale
Thinking Outside the Borders 6
Building and Growing a Successful
Partnership
to convene a three-day leadership institute for Mortenson Associates and Illinois librarians
in the first year, and to convene a three-day leadership institute for international librarians
and librarians from around the United States in the second year. The goals of Thinking
Outside the Borders were as follows:
1. To pilot-test and develop a leadership training module that engages both United States
and international librarians;
2. To involve United States and international librarians in a dynamic and cross-cultural
discussion of common challenges;
3. To develop in United States librarians an understanding of the impact of global issues
on their local context;
4. To encourage United States librarians to reexamine current services and collections in
light of multicultural and global trends; and
5. To develop a training module that could be adapted and used by librarians in other
countries.
The stated outcome of this project in the grant proposal was to provide the impetus for
other states, library organizations, and countries to develop library leaders in a global
community. To the partners’ surprise, Institute for Museum and Library Services gave a
conditional approval of the proposal, requesting that additional states be recruited to offer
leadership institutes at the state level, and a technology component for Mexican librarians
be incorporated into project activities. The Illinois State Library asked the Arizona State
Library and Archives and the Nebraska Library Commission to join the Thinking Outside
the Borders partnership because of their demographics.
The Hispanic or Latino population represents 7.4 percent of Nebraska’s population of 1.7
million people. In Nebraska, there are counties that reach or exceed the state and national
census percentage of Hispanic or Latino: Colfax (33.3 percent); Dakota (29.8); Dawson (30.3);
Hall (18.8) and Scotts Bluff (18.5). The Hispanic or Latino growth rate in Nebraska between
2000 and 2006 was 36.9 percent. The Hispanic or Latino population represents 29.2 percent
of Arizona’s population of 6.1 million people. In Arizona, there are counties that reach
or exceed the state and national census percentage of Hispanic or Latino: Cochise (31.6
percent); Greenlee (45); Pima (32.5); Santa Cruz (80.6) and Yuma (55.9). The Hispanic or
Latino growth rate in Arizona between 2000 and 2006 was 37.3 percent.
With commitments from Arizona and Nebraska, the Illinois State Library submitted a revised
project narrative and requested an additional $150,000 for the initiative as requested by
IMLS. As soon as final approval was given, the State Library and the Mortenson Center began
planning for the first institute in Illinois, and developing programs and procedures for
Arizona and Nebraska to adapt for the leadership institutes in those states.
As the borders between individuals and nations melted away, librarians from Arizona, Illinois,
Nebraska, Mexico, South America, the United States, and around the world learned as much
about each other as individuals as they did about the core components of negotiations,
empowerment, fundraising, advocacy, preservation, and technology. They learned that they
all shared what President John Kennedy identified as humankind’s “most basic common
link” in a diverse world: We all inhabit this small planet. We all breathe the same air. We all
cherish our children’s futures. And we are all mortal.
Matheis/Natale
Thinking Outside the Borders 7
Building and Growing a Successful
Partnership
A Global Leadership Context for
Librarians
“Librarians must
develop cross-cultural
communication skills
including the ability to
listen, learn, exchange
ideas, and understand
local needs in a
global context to
work successfully
in a global context
and find the balance
between global and
local perspectives.”
Barbara J. Ford, Director, Mortenson Center for
International Library Programs,
University of Illinois at Urbana-Champaign
Susan Schnuer, Associate Director, Mortenson Center
for International Library Programs
University of Illinois at Urbana-Champaign
The increasing effects of globalization on societies
and institutions everywhere and the increasingly
interconnected and interdependent world mean that
librarians need to have a global perspective in order to
best serve their users. Libraries are natural organizations
to encourage global collaboration because they can
serve as repositories for large quantities of reliable
information. The founding of global communities across
international and cultural boundaries empowers people,
insofar as groups can share and organize information
when and how they choose.
Global perspectives can allow local unique cultures to
thrive and be protected. To accomplish this goal, there
must be the right balance between global and local needs.
Librarians must develop cross-cultural communication
skills including the ability to listen, learn, exchange
ideas, and understand local needs in a global context
to work successfully in a global context and find the
balance between global and local perspectives.
Since 1991 the Mortenson Center for International
Library Programs at the University of Illinois at UrbanaChampaign has been a center for continuing education
for international librarians from over 80 countries. We
value the opportunity to learn from and share expertise
with colleagues from a variety of countries and cultures.
Over the years we have received a number of requests
to offer a leadership institute for librarians in an
international context.
Library Leadership in a World Community
“Thinking Outside the Borders: Library Leadership in a
World Community” was conceived as a way to engage
librarians in the discussion and understanding of global
issues. The grant funded by the United States Institute
of Museum and Library Services aimed to meet the
needs of a diversified audience of United States and
international librarians through the development of
Ford/Schnuer
Thinking Outside the Borders 8
A Global Leadership Context
for Librarians
leadership institutes. With our partner the Illinois State Library, the Mortenson Center for
International Library Programs at the University of Illinois at Urbana-Champaign, prepared
the proposal and developed four institutes and two pre-conferences. Institutes were
developed with the Arizona and Nebraska State Libraries and presented as pre-conferences
at the American Library Association and Illinois Library Association as well as in Illinois.
We drew upon partners from around the world for assistance and advice in developing and
presenting the leadership institutes.
Defining library leadership and its characteristics is a difficult task especially in an
international context. Drawing on research and personal experience, Mortenson Center
staff developed leadership institutes aimed to navigate across cultural and linguistic
differences.
Focusing on content is not always the best strategy when working with an international
audience. Concentration on the journey is critical to the success of professional development
events, and in many cases the journey is the destiny. The Mortenson Center staff used
several guiding principles to develop the journey for the Thinking Outside the Borders
Institute.
Guiding Principles
The principles drove the selection of the content of this institute and weaving the various
pieces together was at times messy and difficult. There were many lessons learned from
each institute and those lessons were used to hone future institutes.
Global Leadership Qualities
There are leaders in every culture, in every country, in every organization. The identification
of the most important characteristics depends on context and culture. Leadership in this
institute is defined broadly, looking at it from various viewpoints. Here are three definitions
that help set the context for this institute.
“Leadership is the relationship of influence between at least two people, not necessarily related
to position, who strive towards a shared purpose which results in meaningful and substantive
change.” Mary Ann Mavrinac, Chief Librarian, University of Toronto Mississauga, 2007
“A person with ubuntu is open and available to others, affirming of others, does not feel
threatened that others are able and good, for he or she has a proper self-assurance that
comes from knowing that he or she belongs in a greater whole and is diminished when
others are humiliated or diminished, when others are tortured or oppressed.” Archbishop
Desmond Tutu, 1999
“Multicultural Awareness: be experienced and comfortable working with individuals and
managing organizations across different geographic, demographic, and cultural borders.”
Campbell Leadership Descriptor, 2002
International Leadership in Action
The Thinking Outside of the Borders Institute is firmly grounded in the practical and
daily application of leadership. Experts with international library leadership experience
Ford/Schnuer
Thinking Outside the Borders 9
A Global Leadership Context
for Librarians
were invited to speak about leadership from their own perspective. Hearing individuals from
different countries reflect on their work moves a theoretical discussion of leadership into a
realm that is closer to the lives of the participants, and therefore more easily attainable. Their
presentations also served to highlight similarities and differences amongst leadership styles.
A Space, a Place, and a Time
The Mortenson Center hosts many librarians from around the world every year. As part of
their program, the visiting librarians tour United States libraries and hear presentations
from United States colleagues. Over the years the Mortenson Center has also worked to
create a voice for the visiting librarians in United States activities, for example, every year
the Mortenson Center visiting librarians attend the Illinois Library Association conference
and present a session where they describe the work in their home libraries.
Giving a voice to each participant at the institute was at the core of this institute. To create
that opportunity, careful consideration was given to the space (meaning the context of the
institute), to the place and to the time. The list below illustrates the strategies that were used.
• Moving Outside of the United States Context
Given that all the institutes were located in the United States, the organizers intentionally
moved from a traditional United States experience into a more loosely delineated experience,
one that took participants outside of their comfort zone. Speakers from different countries,
using languages other than English, and presenting content that was not always considered
to be “leadership-related” were all strategies used in this institute.
• A Level-Playing Field
In an international professional development context, participants from developed
countries can at times dominate a discussion because they have had more exposure to
recent trends and technological tools. The goal in this institute was to create a learning
environment for everyone. The topic of disaster preparedness is an excellent example
of using content to create a level-playing field. All libraries can experience disasters,
few librarians are prepared to handle a disaster. Everyone approached this part of the
institute in a learning capacity.
• Time and a Place
Developing an environment of trust and inclusion cannot be rushed, cannot be
forced, cannot be taken for granted. To create that space, one must allow time and
opportunities for participants to gather together in informal and formal settings. Meals
were organized so that participants could come together and talk. Presentations often
offered opportunities for small group work; even time for individual reflection was part
of one of the institutes. The venues of the institutes were chosen because they were
welcoming. Attention to these small details helps create an environment where trust is
established and inclusion is practiced.
Connecting Though Local Touch and Global Reach
One of the goals of the institute was to establish relationships that would continue after
the institute. Another goal was to learn to use technology to create a larger international
presence on the World Wide Web. The development of partnership projects was one strategy
used to give participants a platform for future collaborative projects. In addition, sessions
Ford/Schnuer
Thinking Outside the Borders 10
A Global Leadership Context
for Librarians
on digitization and the Web 2.0 were offered as a means of making local content more
widely available.
The institutes provided opportunities to develop a deeper understanding of the variety
of perspectives to be found in our global library world. We learned a lot. We had fun. We
developed and practiced new skills. We saw the importance of adaptability, engagement,
and dynamic cross-cultural discussions. We continue to think about the colleagues we met
and the experiences we had together. We hope that the materials presented here will allow
others to develop their own international library leadership programs.
Ford/Schnuer
Thinking Outside the Borders 11
A Global Leadership Context
for Librarians
How to Facilitate an
International Institute
“In Thinking Outside
the Borders institutes,
the journey is the
destiny.”
Barbara J. Ford, Director, Mortenson Center for
International Library Programs, University of Illinois at
Urbana-Champaign
Susan Schnuer, Associate Director, Mortenson Center for
International Library Programs, University of Illinois at
Urbana-Champaign
In Thinking Outside the Borders institutes, the journey
is the destiny. Facilitators wanting to repeat this
institute will realize that they cannot rely on their
previous experiences when organizing a professional
development event. Instead of concentrating solely on
the content of the event, the facilitator must also focus
on creating a context that will be welcoming and open
to all. Here are some guidelines that might help create
that context.
Guidelines and Goals
Guidelines for the leadership institutes included:
Ford/Schnuer
•
Participants would be practicing librarians evenly
split between U.S. librarians and librarians from
other countries.
•
Speakers would be from the U.S. and other
countries.
•
While the institute would be in English much of the
time, other languages might also be used at times.
•
Presentations and activities would be new to all
participants to create an even field for learning and
interaction.
•
Content for the institute would be based on concrete
concepts common to all librarians such as disasterpreparedness.
•
Institutes would include a mixture of lectures,
workshops, large and small group activities, a
simulation game, and a project for the participants.
•
Institutes would be residential, providing ample
opportunity for the participants to mix in informal
situations.
Thinking Outside the Borders 12
How to Facilitate an International
Institute
•
Development of the context of the institutes would take place in collaboration with the
international partners of the Mortenson Center.
Leadership institute goals included:
•
Establish common language for talking about leadership and better understanding of
leadership traits in a global context.
•
Develop cross-cultural communication strategies.
•
Gain deeper appreciation and understanding of the context of library operations in
various countries.
•
Build lasting professional relationships with librarians from different countries.
Content and Organization
Having determined the guidelines and goals, the content of the institute was defined. It
included advocacy, cross-cultural communication, and negotiation as skills needed by
librarians today. Disaster preparedness was added since these issues pose potential, reallife problems for most libraries and most librarians have little training on these issues.
The topics were introduced in a tabletop exercise that mimicked a library disaster where
participants could apply their cross-cultural communication and leadership skills in an
emergency situation.
A variety of modules were developed to accomplish these goals and other authors in this
publication describe some of the modules that they developed and presented for the
institutes. The institutes involved librarians in a dynamic and cross-cultural discussion
of common challenges and opportunities and focused on leadership in an international
context. U.S. librarians developed an understanding of the impact of global issues on their
local context and were encouraged to reexamine current services and collections in light of
multicultural and global trends.
The leadership institutes took place over several days with participants staying in a local
hotel. A typical schedule was:
Day 1
Reception – Welcome and Greeting
Administration of Leadership Assessment Tool
Day 2
Introduction of Partnership Projects
What It Means to Lead in the International Library World
Strategies and Skills for Cross-Cultural Communication
Leadership Assessment Tool – Analysis and Discussion
A Cultural Simulation Game
Ford/Schnuer
Thinking Outside the Borders 13
How to Facilitate an International
Institute
Day 3
Library Advocacy
Diversity and Multiculturalism in Libraries
Day 4
Disaster Preparedness or Technology
Presentation of Partnership Projects
This publication includes examples of modules used for the institutes supported by the
grant. A number of institute presenters have written chapters to share what we learned and
give ideas for others who may want to set up an institute.
The leadership assessment tool we used was the Campbell Leadership Description which
we selected after reviewing a number of tools since it is relatively easy to administer and
includes a trait called ‘multicultural awareness’ that measured the following skills: has
a global view; is culturally sensitive; is globally innovative; provides an effective global
leadership image; and is internationally resilient. Mary Ann Mavrinac provides details on
the tool and its use. Partnership projects were developed to broaden the impact of the
institutes and Dawn Cassady gives information on how these were developed. What it means
to lead in an international world was presented in a different way at each institute. Carol
Brey-Casiano, Clara Budnik S., and Ujala Satgoor provide excellent inspirational examples of
responses to this important question. Strategies and skills for cross-cultural communication
were addressed with a variety of approaches by Kathryn Deiss and Sandra Ríos Balderrama
and Ujala Satgoor.
Cultural simulation games gave institute participants the opportunity to interact and learn
in different ways. Pamoja, discussed by Susan Schnuer, and World Café, discussed by Sandra
Ríos Balderrama, were two tools that worked well for the institutes. Carol Brey-Casiano was
a presenter on library advocacy and her presentation is one approach that can be taken to
raise awareness about this important topic. Diversity and multiculturalism in libraries was
a theme throughout the institutes. Elizabeth Pierre-Louis and Sandra Ríos Balderrama and
Ujala Satgoor address these important topics in interesting and useful ways. Alyce Scott’s
workshops on digitization were a highpoint of the institutes for the international librarians
who participated. Michael Sauers’ library 2.0 presentation at one of the institutes was
very well received and a practical module that could be used by all participants. Disaster
Preparedness was a concrete useful module with a table top exercise prepared by Thomas
Clareson, Julie Page, and Thomas Teper. Debra Wilcox-Johnson evaluated and assessed the
project and provided useful feedback as the institutes were modified based on lessons
learned.
The leadership training modules developed in the grant were planned to be flexible, so that
an entity adapting the program could select the topics it found relevant for its situation and
provide training programs of varied duration. The curriculum utilized a variety of teaching
strategies including simulation games, leadership assessment tools, lectures followed by
group discussions, and case studies. The institutes offered a diversity of presenters in
terms of style, presentation, and teaching methods in order to embrace various learning
styles. In short we used diversity to reach diverse audiences.
Ford/Schnuer
Thinking Outside the Borders 14
How to Facilitate an International
Institute
Among the outcomes expected were learning cross-cultural communication strategies.
Participants gained a deeper appreciation and understanding of the context of library
operations in other countries and they came to understand some of the implications of
international library standards and policies. Most importantly they developed some
problem-solving skills useful in international situations. As always happens in these kinds
of programs, lasting relationships with librarians from different countries were developed
and have led to additional collaborations and learning.
Develop Your Own Library Leadership Institute
Building trust and discussing leadership in various cultural contexts was an important part
of the institutes and assessment tools were helpful in this. While there are universalities
in how we look at leadership there are differing cultural and national perspectives on
what the words “leader” and “leadership” mean. At some of the institutes, sessions were
presented in other languages in order to place United States librarians in the situation they
do not often experience. Although the institutes occurred in the United States, they were
not intended to be a ‘typical’ experience for the participating librarians from the United
States. All participants (including the presenters) found themselves outside of their zones
of comfort at some point.
Joan Clark from the Arizona State Library had this to say about running this institute, “The
program exceeded all of my expectations, and my expectations were high. I’ve created and
managed many programs for a variety of audiences and this one had to be in the top three
of a 25 year career. On top of that, it was fun!”
Nebraska Library Commission also offered the institute in the fall of 2007. Laura Johnson,
the organizer, commented: “The Nebraska Library Commission brought Thinking Outside
the Borders to Nebraska because it delivered an opportunity for international exposure
that would have been difficult for many Nebraska librarians to duplicate……The program
planning was important, but the logistical planning was far more complicated and timeconsuming. Commission staffers pitched in and helped to a great degree—that was one of
the highlights of the experience for me, the way that people pitched in and helped.”
Joan Clark also offered some very practical advice on running this institute: ”No one person
could have managed all the logistics during the program. Given the compressed two-day
schedule, we couldn’t afford to miss a beat. The support and participation of the entire
Library Development Division Team was invaluable. I had outlined the program minute-byminute for my colleagues, and each one had specific assignments. Everything came together
so well that minor problems (like the unexpected and unexplained big box that arrived
for one of the participants) were solved without anyone noticing. We all benefited from
participating since everyone contributed something to the program’s success.”
Evaluating institutes of this type is not simple. Activities resulting from the institutes include
new library advocacy efforts, improved working relationships, use of learning modules
presented at the institutes, changes in library practices, development of joint international
projects, and expanded networking with international colleagues. It is a challenge to move
from awareness to knowledge to experience cross-cultural improvement. Practicing these
skills so change is not so jolting and can be better dealt with when working in an international
setting is essential.
Ford/Schnuer
Thinking Outside the Borders 15
How to Facilitate an International
Institute
A Wonderful Journey
At the Mortenson Center for International Library Programs we know that learning never
ends. We are very pleased to have been able to offer these institutes with participation
from over 200 professionals from more than 20 countries and 10 U.S. states. Our goal here
is to provide ideas that you might use to present leadership institutes in your libraries or
library associations. While what we did may not be exactly what will work in your setting
or country we hope that the materials presented here will give you ideas on how to develop
your own leadership institutes.
We end with a special thanks to our partners, colleagues, and friends. Strong partnerships
are essential to carry out programs like this. Paula Kaufman at the University of Illinois
and Jean Wilkins and Anne Craig at the Illinois State Library gave us the administrative
support we needed for the projects. Bonnie Matheis and Joe Natale at the Illinois State
Library played very important roles in the entire project working with other Illinois State
Library staff to make the grant a success. Joan Clark at the Arizona State Library and
Laura Johnson at the Nebraska Library Commission organized the institutes in their states
with the support of their state librarians and other staff. Sandra Ríos Balderrama pulled
together this publication so that others can learn from and build on what we did with the
support of the U.S. Institute of Museum and Library Services. Institute presenters, many
of whom wrote chapters for this publication, made it all a reality. Long term Mortenson
Center partners from South Africa, Haiti, Costa Rica, and Canada contributed their ideas
and expertise. The participants shared their enthusiasm and insights with one another and
greatly enriched the journey.
Note: For further reading: “Developing an International Library Leadership Institute: Thinking
Outside the Borders” in Continuing Professional Development: Pathways to Leadership in the
Library and Information World, Munchen: K.G. Saur, 2007, p.40-56, with Susan Schnuer and
Debra Wilcox Johnson.
Ford/Schnuer
Thinking Outside the Borders 16
How to Facilitate an International
Institute
Evaluating Training
Debra Wilcox Johnson
Johnson & Johnson Consulting
“Learning new
behavior – new or
enhanced skills
– is the most powerful
outcome of training.
Behavioral change
is the most difficult
outcome to achieve,
but may be the most
important.”
Evaluating the outcomes of training is a challenging task.
The goal is to assess changes in three areas: knowledge,
attitude, and behavior. Acquiring knowledge–concepts
or facts–ranges from orientation to becoming an expert.
Changing attitudes–values, beliefs, or feelings–means
rethinking ideas, considering alternative views, or
forming attitudes about new topics and issues. Learning
new behavior–new or enhanced skills–is the most
powerful outcome of training. Behavioral change is the
most difficult outcome to achieve, but may be the most
important.
Evaluation information is collected essentially three ways:
questionnaires, interviews, and observation. Evaluation
can occur prior to the event, during the training, or
following the activity. Often, a combination is used. Preand post-test models also can be used and work well for
skills training, such as technology workshops.
The most common approach to assessing training is selfassessment by participants. This method asks participants
to rate their own changes in attitude, knowledge, and
behavior. Evaluation conducted at an event can ask about
changes in attitude and knowledge, but it primarily addresses
planned changes in behavior. The exception to this would be
changes in demonstrated skills, such as those in technology
training. Documentation of behavior change that occurs in
the workplace after training needs to be collected after the
training. This information can be collected by evaluators
chiefly via questionnaires and interviews.
Organizers and trainers also gather evaluation
information via observation. This observation aids in
adjusting the training during an event and provides
another perspective on learner participation and
changes. For example, observers can note variances in
level of participation in discussions or lack of attention
to a particular topic. Guidelines should be established
for the observation, especially if using participants or
other people to observe an event. This helps assure
consistency in the observation process. In addition,
for in-house training, supervisors can directly observe
changes in behavior.
Johnson
Thinking Outside the Borders 17
Evaluating Training
Evaluation Process for Thinking Outside the Borders
Since the goal of Thinking Outside the Borders was to develop individual training modules
that could be used independently by other organizations and trainers, a model of continuous
improvement guided the evaluation process. Feedback from the evaluation process and use
of a planning committee helped to assure that changes occurred throughout the project.
Evaluation information was gathered in multiple ways. Written questions and observation
were used during the event. Interviews with planners and questionnaires were used following
the event.
Expectations
Participants were first asked about their expectations for the institute. The purpose of this
was to determine the uniformity of understanding about the goal of the training and to
potentially help interpret the responses to the institute by participants. Each person was
asked to respond to two questions prior to the training: 1.) What are your expectations
of the Thinking Outside the Borders program? 2.) What do you hope to learn from this
institute? Responses indicated that a great variance of perspectives existed about the
purposes of the training. The most consistent outcome expected by participants was
building an international network of colleagues.
Leadership assessment
The institute used the Campbell Leadership Descriptor as a tool for self-assessment of
leadership skills. To assess the usefulness of this tool for an international audience,
participants were asked to complete a short questionnaire during the evening following its
application. Three questions were used for this activity.
•How did your previous perceptions of your leadership abilities change as a result of the
leadership assessment (Campbell)? If there was no change, please indicate this.
• What leadership skills do you feel you need to develop further? If none, please indicate
this.
• What are two activities you will carry out as a result of the assessment of your leadership
skills? If none, please indicate this.
This evaluation process showed that almost all participants identified changes in perception
and all identified leadership skills to further develop. The third question was used to
help participants plan on follow-up activities and provide insights into planned changes
of behavior. Patterns in responses also suggest future training activities, with diplomacy,
entrepreneurialism, and management identified most often across the four institutes.
Other data collection during the event
Evaluators also can gather information during an event by using flip charts and adhesive
notes. For example, during the first institute, participants were asked to name international
leadership skills on one day and specific learning from the disaster preparedness session
another day. The question was written on flip charts and participants wrote answers on
adhesive notes. This allows for a quick assessment, and the responses can be easily grouped
Johnson
Thinking Outside the Borders 18
Evaluating Training
and shared back with the participants and planners. This is a quick and flexible way to
gather evaluative information during training.
Observation
In addition to the invited learners, members of the planning committee and others attended
the institutes. This group was asked to be observers for the training. The goal was to observe
presenters, participants, planners, and the interaction among these people. Each observer
was asked to write down their observations using the following guidelines.
• Level of engagement of participants during presentations and exercises.
Are people attentive? Were they engaged in other activities rather than listening to presenters or note taking?
• Response of participants to content in the presentations.
Were people listening more intently or taking more extensive notes at certain times during presentations?
• Questions asked during the institute related to content and logistics.
• Inclusiveness of all participants in the discussions and exercises.
• Problems or barriers to communication in discussions and exercises.
• Leadership occurring in the discussions and exercises.
Is leadership shared? Is there a discussion of who will lead?
• Conversations you hear about the institute content or logistics.
• Ability of the presenters and facilitators to communicate ideas to the group.
• When did the audience seem confused by an explanation? How well were presenters
and facilitators able to answer questions?
• Changes in session attendance.
• Informal interactions among members of the group, especially cross-cultural
exchanges.
• Differences in response to the institute from the international and United States
librarians.
• Planning committee coordination.
The written observations were used by the evaluator and became the basis for the debriefing
telephone conference with planners that occurred after the institutes. The follow-up
telephone interviews allowed organizers to reflect on what worked well and what needed
further development. These discussions had a major impact on decisions regarding future
institute activities, as clear changes occurred from one institute to another.
Johnson
Thinking Outside the Borders 19
Evaluating Training
Questionnaire
The primary method used for participant feedback was a written questionnaire sent via
email to all participants. This was distributed four-to-six weeks after the event. Two followup reminders were sent. The exception to this process was the last institute in Nebraska.
Since this event occurred near the end of the IMLS grant, the questionnaires were gathered
immediately after the institute.
The questionnaire asked about expectations, usefulness of individual sessions, effectiveness
of presenters, and amount of learning in specific topic areas. These questions used fivepoint rating scales to gather information. For usefulness, participants were asked to choose
from a scale ranging from extremely useful to not useful. For presenters, the five choices
were:
• Inspirational and informative
• Enhanced my learning
• Okay
• Detracted from my learning
• Terrible
To assess their learning, participants were asked to rate how much they learned on a variety
of topics. This scale ranged from a great deal to nothing. The questions elicited a range of
responses, although in all cases the majority indicated that they learned a great deal or a
good amount about at least one of the topics. This, of course, varied by topic and institute as
did the rankings in the group of responses. At the second institute, for example, the group
indicated they had learned the most about disaster preparedness. International librarians,
however, reported learning the most about leadership, while for the U.S. librarians it was
cross-cultural communication.
Because a desired outcome was building an international network, participants also were
asked, “How many of the participants did you meet and talk to by the end of the institute?” The choices were just a few, some, about half, the majority, and everyone. For all the
institutes, almost all the participants indicated either the majority or everyone.
All the rating questions accomplished three things: 1.) showing differences among the
international and U.S. librarians, 2.) providing overall ratings for the institute, and 3.)
offering an efficient method for analysis. Across the institutes, U.S. librarians tended to rate
the usefulness of the program sessions lower than did international librarians. Why this is
the case is not clear. Is it because U.S. librarians participate in a wider range of training and,
therefore, are more critical? Would the reverse be true if the U.S. librarians had traveled to
another country for the training? Many of the U.S. librarians indicated that they had already
participated in some form of leadership training, which may have affected their ratings on
that topic.
As each institute evolved, the results of the evaluation affected the design of the institute. One
area of the training that changed for each institute related to the topic of multiculturalism
and diversity. Program design and content varied. Working together, sharing information
about local library services and issues, and social events afforded multiple opportunities
Johnson
Thinking Outside the Borders 20
Evaluating Training
to broaden multicultural perspectives. Yet, when asked to rate the usefulness of sessions
on this topic and the amount learned about multiculturalism and diversity, these ratings
tended to be lower when ratings for each topic were ranked. By design, the participants
made up a multicultural group so that learning could occur naturally, yet it was difficult
to satisfy the needs of the group in this topic area. As the institutes evolved, however,
more opportunities for sharing among participants were developed, which resulted in more
formal information sharing about local library services.
Another method used in the questionnaire to assess changes were three open-ended
questions.
• In what way(s) did the institute influence your global awareness of library issues and services? If it had no influence, please indicate this.
• How did this institute help you build relationships with librarians from other
countries?
• What do you think you will use the most from your participation in this institute?
The responses to these questions provided perspectives on the institute in the participants’
own words. The answers gave a more in-depth view of the impact of the institute on learners.
These comments illustrated the value and outcomes of the institute and illuminated the
results from the rating scales. Because learners come to training with varied backgrounds
and expectations, the most significant outcome of the training varies. It is in these responses
that the impact on individuals is most evident.
Typical of training evaluations, several questions were asked about the agenda and local
arrangements. These included questions about what program sessions to delete or add.
Interviews
While not used for these institutes, evaluative information could have been collected using
interviews. Individual interviews by telephone or in-person focus groups would allow an
evaluator to probe for deeper understanding of responses from learners. The questionnaire,
however, is an efficient method for gathering information from an international audience,
but trainers need to consider the option of interviews if the circumstances would allow for
this type of evaluation. A focus group immediately after training could be another approach
to gather initial feedback from participants.
Follow-up
For three of the institutes, follow-up questions were sent to participants several months
after the event. The goal of this data collection was to elicit examples of impact from the
training, especially behavior changes. The biggest challenge was garnering feedback from
more than a few participants. In the case of the second institute, international and U.S.
librarians were paired to undertake a partner project after the institute. Over half of the
participants responded to a request for updates on the partnerships. The main impact was
in maintaining communication with the partner, and some sharing of materials occurred.
Limited time was listed most frequently as a barrier to more activity between partners.
While getting learners to provide follow-up information is challenging, it can illustrate
long-term effects and also reinforces the learning that occurred at training. Maintaining
Johnson
Thinking Outside the Borders 21
Evaluating Training
blogs was not part of the project design, but efforts for group communication met with
limited success.
Other Considerations
Efficiency and effectiveness are two critical issues in evaluation. While multiple strategies
can be used to gather evaluation information, realistically there is a limit on the amount
of time most organizers and trainers have for evaluation. In addition, repeat demands for
feedback from training participants can have a negative effect on their view of the learning
experience. The goal is to focus on what are the most important outcomes to document.
This focus helps to assure that efficient information gathering centers on the results that
have the greatest impact on improving training.
Follow-up with training participants is the ideal method for measuring the long-term impact
of training. The challenge, however, is maintaining contact and the learners’ willingness to
participate in the feedback process.
While email has simplified contacting participants, it is extremely difficult to get feedback
from a majority of participants. Without a powerful incentive, evaluators will be frustrated
by low responses after the event. This feedback–especially related to changes in behavior
–still makes follow-up a valuable strategy, but evaluators will have to be realistic about the
level of participation.
The longer the time period after the training, the more difficult the follow-up process is.
Telephone interviews can be effective for follow-up, but time and cost factors often rule out
this approach. This would be more manageable if the evaluator used a small sampling of
participants for the telephone interviews.
Multiple factors affect the outcome of training. Planners and trainers do not have exclusive
control over the outcomes, as learners come to an event with varying backgrounds, skills,
and perceptions. In addition, environmental factors (e.g., weather, facility) have an effect.
Receptivity of a library to the person who attended training is a major factor in retention
of learning. If the participants are unable to incorporate changes in their work or there is a
lack of interest in the training information by the library, it is difficult to make use of new
information. When people return to work, a full workload also works against continuing the
learning and building on a new network of colleagues from the training.
Learner needs vary, but careful attention to the needs of adult learners will help assure that
training is effective. Adults bring a great deal of experience to training, so that experience
needs to be integrated and related to new learning. Adult learners tend to be oriented toward
application of learning, so the relevancy of training to current and future needs is critical.
Multiple learning styles and different paces for learning also need to be considered in the
design of training. By taking into account some of the basic principles of adult learning,
trainers and organizers can help to increase the impact of learning activities.
Johnson
Thinking Outside the Borders 22
Evaluating Training
Conclusion
Evaluation of training addresses both learning and the quality of training. Determining
what works, i.e., best practices, is a desirable result of the evaluation process. During the
evaluation process, information on desired training or future learning needs also can be
collected. This needs assessment component adds value to the evaluation process.
It is, unfortunately, too easy to concentrate on the design and marketing of training and
ignore evaluation. Nevertheless, in the business of training, organizers and instructors also
need to keep learning. This is an essential function of evaluation. By focusing on the most
important information needed and designing an efficient process, a continuous learning
model can be applied to training activities. In this scenario, all those involved in the learning
process benefit.
Johnson
Thinking Outside the Borders 23
Evaluating Training
Learning About Self:
Campbell Leadership Descriptor
Mary Ann Mavrinac
Chief Librarian, University of Toronto Mississauga
“…leadership
Introduction and Context
development starts
Rarely has the need for effective leadership in the
library and information profession been more pressing
and exciting. We live in a global context, a context that
in many ways is being shaped by networked technology.
Information is rapidly exchanged in a borderless
environment, facilitating opportunities for networking,
partnerships and collaboration that belie geographic
constraints. Information consumers are increasingly
content creators, contributing to the exponential
production of information in all mediums. Before, a
library was a destination point. Now libraries are one
stop on the information highway, either an “in person”
visit or an electronic exchange.
with self: self
awareness through
reflection and insight
that will lead to
development and
change.”
In this global context, libraries play a unique and vital
role in our communities whether providing information
to children orphaned as a result of AIDs or through
mass digitization projects to make unique material more
accessible to the world. Libraries continue to be viewed
as important institutions for access to information,
literacy, service and education. Against this backdrop,
many libraries face increasing pressures such as
greater accountability to funding agencies, declining
budgets, competition from other information providers,
increased demands for services, technological change,
legacy systems, and the organizational challenges that
result when rapid change is afoot. Effective leadership
is urgently needed for survival, much less success, in
this challenging and exciting environment. Edgar Schein
(2004) encapsulates the environment in which we
work:
We basically do not know what the world of tomorrow
will be like, except that it will be different, more complex,
more fast-paced, and more culturally diverse. This
means that organizations and their leaders will have to
become perpetual learners. (p. 393)
Leadership development is about learning, learning
about the essential elements of effective leadership,
learning about one’s leadership strengths and areas in
Mavrinac
Thinking Outside the Borders 24
Learning About Self
need of improvement, and in turn, striving to make the necessary changes to develop one’s
leadership abilities. Learning is, at its most basic, change (Mavrinac, 2005), and change is
an essential element of leadership. It is important that leaders cultivate an environment for
learning in their organizations to embrace the exciting complexities, diversity, challenges
and opportunities of this global information context.
This chapter will discuss the Campbell Leadership Descriptor, a self-assessment tool for
leadership development. It focuses on essential, universal leadership components that
are applicable no matter where one lives and works and at every level in every type of
organization. The Descriptor includes a multicultural component that speaks to the
importance of developing leadership strengths for a global environment. This instrument is
based upon the tenet that “self-awareness of one’s leadership style is an essential first step
in identifying key strengths, targeting areas for improvement, and creating a successful
action plan for development.” (Campbell, 2002, p. 92)
Before describing the Campbell Leadership Descriptor in greater detail, it is important
to establish a baseline discussion for the topic of leadership, starting with a working
definition:
Leadership is a relationship of influence between at least two people, not necessarily related to position, who strive towards a shared purpose which results in meaningful and substantive change.
Effective leadership–leadership that inspires and empowers all members of the organization
–is critical to the health of the library and information profession and its members. In the
context of this discussion, leadership is viewed as a social influence process whose primary
outcome is change (Bennis, 1999; Burns, 1978, 2003; Dvir & Shamir, 2003; Hollander, 1992).
Leadership is a dynamic process between leaders and followers or between peers. This
influence process is persuasive but it should never be coercive (Burns, 1978).
Each of us can be a leader. Leadership is often viewed hierarchically embodied in management
positions at the top of the organization. However, an environment of rapid and ubiquitous
change demands approaches that are nimble, flexible and proactive. This can only be
accomplished when the capacity of all organizational members is realized, where leadership
development opportunities permeate the organization. This leverages strength, builds
capacity and provides greater opportunity for organizational success (Pearce & Conger,
2003). As noted by Kotter (1996, p. 166), “The hearts and minds of all members of the
workforce are needed to cope with…fast-shifting realities…”
Leadership is often categorized in grand terms such as being a visionary, entrepreneur, or
risk taker. While these are important leadership components, effective leadership is often a
series of small, meaningful and consistent actions toward a shared outcome.
Leadership does not occur in a vacuum. Leadership occurs in a context, in an organizational
environment that is comprised of other people, and in a broader cultural and environmental
context. This context is dynamic and ever-changing. The effectiveness of a leader will be
contingent upon one’s leadership abilities, the degree to which the context will allow the
leader to exert influence, and the nature of the leadership situation.
It is profoundly important that library and information professionals be effective leaders.
The environment demands it. Our users should reap the rewards of effective leadership.
Mavrinac
Thinking Outside the Borders 25
Learning About Self
Please join me in reviewing the Campbell Leadership Descriptor–an extremely useful tool
because of its universality and ease of administration-in developing and strengthening
the leadership capacity of our organizational members as we work inside and outside our
borders.
Facilitation Guide
The Campbell Leadership Descriptor is a self-assessment tool that has been developed by
the Center for Creative Leadership from over 30 years of experience in a diverse range of
organizational types using studies, personality surveys, training sessions, and standardized
lists of leadership competences to arrive at nine core competencies which comprise the
Descriptor (Campbell, 2002).
The tool is relatively easy to administer providing the facilitator is well-prepared, and has a
solid grounding in leadership theory and practice. It is also helpful if the facilitator has had
several years of leadership experience from which to draw to ensure participant questions
are well-answered, and to enrich the discussion with contextual material.
Embarking upon the use of the Campbell Leadership Descriptor requires preparation,
facilitation, and evaluation. Each will be discussed, in detail. This facilitation guide is
based upon use of this tool for the Thinking Outside the Borders: Library Leadership in a
World Community program. In this program participants came from diverse geographical
locations, many whose first language was not English, the host language of this program.
The Campbell Leadership Descriptor includes a “Multicultural Awareness” component as
one of its nine core leadership competences. This fits well with the Thinking Outside the
Borders’ program where cross-border partnerships and collaborations are both encouraged
and fostered.
A.Preparation
Preparation is the key to the successful facilitation of the Campbell Leadership Descriptor.
Four Weeks Before
Group size: Determine a cap on the number of participants for the session. The tool works
well with a variety of group sizes. Remember that a large group will have an impact on time,
time to field questions, to complete the assessment tool, and if working with international
participants whose first language is not the host language, time to slow one’s delivery and
to answer questions.
This facilitation guide has been designed for 30 participants, providing a breakdown of five
groups of six people for small group discussion and exercises.
Tip: Prepare by ordering the Campbell Leadership Descriptor Facilitator’s Guide and
Participant Workbooks well in advance of the workshop. There are a variety of online sources
from which to order. Use Google and insert the phrase “Campbell Leadership Descriptor” in
the search box.
Mavrinac
Thinking Outside the Borders 26
Learning About Self
Two Weeks Before
Familiarize yourself with the Campbell Leadership Descriptor. Each Participant Workbook
and Facilitator’s Guide will come with a Leadership Descriptor Survey, the self-assessment
tool participants will fill out and score. Complete and score the Leadership Descriptor
Survey yourself to ensure you are comfortable with the tool.
Tip: Thoroughly learn and practice use of this leadership tool.
In addition to the tips and guidance provided in this publication, review the Facilitator’s
Guide provided by the Campbell Leadership Descriptor. You may wish to use examples,
questions and ideas from this source.
Read, review and prepare contextual material on leadership, leadership in a librarian context,
and information about the broader global information context to provide background
information from which to lead discussions or field questions. The “Introduction/Context”
to this facilitation guide provides useful information that you are welcome to use, and there
is a “Selected Bibliography on Leadership” in Appendix F.
Tip: Create context for the discussion, providing a compelling reason for participants to want
to invest in the learning process of developing their leadership abilities.
One Week Before
Finalize the workshop content including the outline, timing, learning outcomes, format,
discussion questions, exercises and handouts. The Campbell Facilitator’s Guide includes a
chapter called “Preparing for a Workshop Session,” which includes helpful information.
Tip: PowerPoint slides can be developed using content from the Campbell Leadership
Descriptor found at the Pfeiffer Website.
Confirm audio-visual equipment, room set-up and supplies with the workshop organizers
(if your session is part of a larger workshop) or arrange for these yourself.
Tip: Arrange tables to facilitate small group discussion.
Unwrap Participant Workbooks from the plastic wrap and remove the Leadership Descriptor
Survey (self-assessment tool). This will be distributed after the introduction and instructions
are provided to ensure participants do not prematurely start the survey.
Workshop Format and Content:
Length of Session: The workshop can be administered in 2 to 2.5 hours (Campbell, 2002).
In my experience, more time is needed, especially when working with a diverse group of
participants. Also, feedback from session participants indicates they enjoy and want more
time for facilitated discussion.
Two session lengths are suggested: 3 hours and 15 minutes and 4 to 5 hours.
Agenda (3 hours, 15 minutes)
Introduction (agenda, learning outcomes) – 5 minutes
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Thinking Outside the Borders 27
Learning About Self
Leadership Context – 10 minutes
Introduce the Campbell Leadership Descriptor – 15 minutes
Instructions for Completing the Descriptor – 15 minutes
Participant Completion of Descriptor – 45 minutes
Break1 – 15 minutes
Large Group Discussion of Descriptor Results – 20 minutes
Small Group Exercise – 40 minutes
Leadership Focuser (action plan) – 25 minutes
Conclusion – 5 minutes
Agenda (4 or 5 hours2 )
Day 1
Introduction (agenda, learning outcomes) – 5 minutes
Leadership Context – 10 minutes
Introduce the Campbell Leadership Descriptor – 15 minutes
Instructions for Completing the Descriptor – 15 minutes
Participant Completion of Descriptor – 45 minutes
Reflection and Analysis - evening or one hour
3
Day 2
Large Group Discussion of Descriptor Results – 20 minutes
Small Group Exercise – 40 minutes
Leadership Focuser (action plan) – 25 minutes
Conclusion – 5 minutes
Tip: Ensure each segment of the workshop and all necessary information and instructions are
imparted within the allotted time. Remember, additional time is needed when working with
an international audience.
B. Facilitation
When beginning the workshop, establish a welcoming environment in tone, body language
and delivery, encouraging participants to ask questions at any time. Review the agenda and
the learning outcomes for the session.
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Thinking Outside the Borders 28
Learning About Self
Tip: Speak slowly, annunciate clearly, avoid colloquialisms, and build in extra time for
questions and completing the questionnaire when working with participants whose first
language is not the host language.
Here are suggested learning outcomes that participants can expect from this session:
• Knowledge of universal leadership components.
• Identification and importance of characteristics of successful leaders.
• Awareness and understanding of personal strengths and areas in need of
improvement.
• Understanding impact of personal leadership strengths and areas in need of
improvement.
• Development of personal Leadership Focuser (action plan).
Explain to participants that they will be completing the Campbell Leadership Descriptor,
a self-assessment tool that focuses on essential, universal leadership components for
successful leadership. These components are applicable no matter where one lives and
works, and for every level in every type of organization.
In filling out the survey, people will learn more about their leadership strengths and areas
in need of improvement or leadership challenges.
Tip: Avoid use of the word “weakness. “ Use “development” or “area in need of improvement.”
Many people have not had the opportunity to develop a leadership skill.
Leadership Context – 10 minutes
Set the context for the discussion of leadership. Suggested content can be found in the
“Introduction/Context” of this facilitation guide.
Tip: Be mindful of cultural context and different political structures especially in relation
to participants’ perspectives on leadership. Accentuate that leadership resides in all of us
irrespective the nature of the organizational structure and climate.
Engage participants in a discussion about the nature of today’s library work environment.
Answers are likely to align with the quotation provided in this unit’s “Introduction/Context”
by Schein (2004), which can be shared with participants.
Underscore the importance of learning when participants use, reflect upon, and develop
an action plan with the Campbell Leadership Descriptor. Learning is change. Developing
one’s leadership abilities is a process of learning: gaining self-awareness and learning new
leadership competencies and behaviors. There is no magic bullet. Leadership development
is an intentional and slow process that can be very rewarding to the individual, and to the
broader organization.
Introduce the Campbell Leadership Descriptor – 15 minutes
The Campbell Leadership Descriptor is comprised of nine leadership components. Each has
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Thinking Outside the Borders 29
Learning About Self
a list of five adjectives to describe the characteristics of leaders who are talented in the
accomplishments of that component.
Tip: Suggest participants follow along using their Participant Workbook.
The leadership components are divided into two types: Major Tasks and Personal.
Six major tasks of organizational leadership must be present and well-executed within any
organization or the organization and its membership will suffer. Leaders either have to do
these directly or through delegation (Campbell, 2002). Major Tasks include:
1. Vision – Establish the general tone and direction of the organization.
2. Management – Set specific goals and focus resources on achieving them.
3. Empowerment – Select and develop subordinates4 that are committed to the organization’s
goals.
4. Diplomacy – Forge coalitions with important internal and external constituencies: peers,
superiors, subordinates, potential organizational allies, and other important outside
decision makers5 6.
5. Feedback – Observe and listen carefully to clients, customers, voters, employees,
students, team members and then share the resulting information in a manner that
those affected can accept as beneficial 7.
6. Entrepreneurialism – Find future opportunities, including increased revenues, expanded
markets, or a higher probability of desirable outcomes such as international peace,
a healthier environment, or the creation of beauty through mechanisms such as new
projects, programs, or policies 8. (Campbell, 2002, p. 7-9)
Tip: Participants may ask about the difference between leadership and management.
Emphasize their complementary nature. Indicate that successful organizations need to
be effective in both areas. I use Kotter’s (2001) explanation that management deals with
complexity (planning, organization, budgeting, etc.) Leadership is about change (setting
direction, aligning, motivating, empowering, etc.)
There are three Personal Components that are necessary for successful leadership. Leaders
must have these components or be able to develop these in themselves. Unlike Major Tasks,
Personal Components cannot be delegated. Without these characteristics, a leader will have
trouble focusing the attention and activities of organizational members (Campbell, 2002.)
Personal Components include:
1. Personal Style – By personal example, set an overall organizational tone of competence,
optimism, integrity, and inspiration.
2. Personal Energy – Live a disciplined, wholesome lifestyle that provides the necessary
energy and durability to handle the physical demands of leadership: long hours, stressful
decisions, conflicts and its resolutions, wearying travel.
3. Multicultural Awareness – Be experienced and comfortable working with individuals
and managing organizations across different geographic, demographic, and cultural
borders. (Campbell, 2002, p. 10-11)
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Learning About Self
Instructions for Completing and Scoring the Descriptor – 15 minutes
Self, Good and Poor Leaders
The Campbell Leadership Descriptor asks participants to assign a rating for “Self,” “Good,”
and “Poor” leaders. Participants will compare their scores with the scores they assign to
their good and poor leaders.
Engage participants in a discussion of good and poor leaders. Ask them to think of someone
they know or with whom they have worked who they admire as a good leader, or conversely,
who they consider a poor leader.
After this discussion, ask participants to note, using an initial, the good and poor leaders
they selected. They will be using these people as their “good” and “poor” leaders when
completing the Survey.
Tip: Urge participants to avoid using a composite of a good or poor leader. It must be a
person with whom they are familiar.
Provide the instructions for completing and scoring the Survey clearly and concisely.
Participant Completion of Descriptor – 45 minutes
Distribute the Leadership Descriptor Survey. Be available to answer any questions participants
may have. This is very important when there is a diverse group of participants. Be mindful
that people can find the process of scoring confusing. Offer your assistance.
Tip: Suggest participants use a different color marker to score “Self,” “Good,” and “Poor”
leader scores. Using symbols is slow and less illustrative.
When everyone has completed the survey, offer some concluding remarks to end this portion
of the workshop, remarks that underscore that leadership development starts with self: self
awareness through reflection and insight that will lead to development and change.
I encourage participants to fill out the Results at a Glance (Appendix A) handout to provide
them with an easy, textual compilation of their results. This visual can be posted at their
workspace, reminding them of the many leadership strengths they already have, and the
areas in which they can develop to increase their leadership capacity.
Provide participants with a 15 minute or lunch break at this juncture.
Reflection and Analysis – evening or 1 hour.
(Note: Go to next section if you are facilitating the three hour session.)
Reflecting is a key strategy to gain insight and knowledge about patterns of behavior,
emotions and perceptions to determine their appropriateness in relation to the context or
situation at hand (Mavrinac, 2006; Schon, 1987.) Reflection can lead to change, adopting
new patterns of behavior (Argyris, 1999.) This is essential in the process of leadership
development.
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Learning About Self
A useful technique to aid in the process of reflection is journaling (Klauser, 20009).
Journaling, or recording one’s thoughts and feelings on paper, is a means to capture these
thoughts and feelings for closer analysis, reflection, insight, and change.
The following journaling exercise can be used to inspire reflection and insight:
• Review your scores for the Campbell Leadership Survey.
• Select one strength and one area in need of improvement that you would be comfortable
sharing with others.
• Analyze why you believe you have this strength, and, in turn, why this area is in need of
improvement.
• How has your strength contributed to your success as a leader? Provide a tangible, workrelated example of this.
• How has your area in need of improvement been a barrier or a challenge to you as a
leader? Provide a tangible, work-related example of this.
Writing down one’s leadership strengths bolsters confidence, and provides tangible examples
of the impact of this leadership strength. Writing down areas in need of improvement provides
the opportunity to analyze whether one is resisting or avoiding leadership development in
this area. For instance, if one scored low on the component, “entrepreneurialism,” the
process of journaling might reveal a fear about taking risks and a preference for staying
within one’s comfort zone. Journaling can help us analyze why barriers might be holding us
back, assist us in putting these barriers into perspective, and in turn, create an action plan
to develop in this area.
Tip: Provide each participant with a small notebook to be used as their personal journal.
Large Group Discussion of Descriptor Results – 20 minutes
Engage participants in a discussion about their experiences and initial insights with the
Campbell Leadership Descriptor. Here are several discussion questions, some culled from
the Facilitator’s Guide (Campbell, 2002):
• What are your initial thoughts about the Descriptor?
• What was the most important thing you learned as a result of completing the
Descriptor?
• What surprised you?
• What about your poor leader? Did anything surprise you with their results10?
• Are there any leadership components that you feel the Campbell instrument does not
cover11?
• What do the scores suggest to you about effective leadership?
Tip: Establish ground rules of respect and confidentiality to create an environment that
encourages participation and an enriching discussion.
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Thinking Outside the Borders 32
Learning About Self
Small Group Exercise – 40 minutes
Those who included the “Reflection and Analysis” component in the workshop will have laid
the ground work for this group exercise found in Appendix B. The goal of this exercise is
to discuss the implications of leadership using the components of the Campbell Leadership
Descriptor in real and concrete terms by having participants share their personal experience
and impressions of their results. Discussions of leadership development often occur in
the abstract. This activity and the preceding “Reflection and Analysis” exercise, focus the
discussion of leadership in concrete terms in relation to an individual’s experience and
reality.
This exercise works well with tables of five or six people, allowing enough time for individual
sharing and group reporting. Facilitate the discussion, underscoring key themes and points
of learning.
Tip: Grounding the discussion in concrete terms personalizes the learning experience, an
important aspect of adult learning that can contribute to meaningful development and
change (Knowles, Holton & Swanson, 1998.)
Leadership Focuser (action plan) – 25 minutes
This exercise translates participant results into concrete terms. The Leadership Focuser12
is an action plan whose purpose is to leverage one’s leadership strengths and strengthen
one’s leadership challenges into actions and positive outcomes, committing to a course
of action for one year. Appendix C provides the instructions for the Leadership Focuser
exercise; Appendix D is a sample of a completed Leadership Focuser form; and Appendix E
is a blank Leadership Focuser form.
It is important to slowly walk through the instructions for completing the Leadership Focuser
action plan. Using separate forms for their strength and their area in need of improvement,
participants start with one year ahead, and state a specific desired outcome for both. They
then go to the “tomorrow” part of the form and state what they plan to do tomorrow to
advance the outcome they identified at one year. Each time period is then filled out, in turn,
until the one year mark is reached.
Appendix D provides a sample of a completed form. Review this using PowerPoint slides
starting at one year. The leadership component “vision” has been purposely selected
because vision is often attributed to seasoned leaders at the top of the organization chart.
For new leaders, vision can sometimes feel unattainable or, at best, elusive. By following
the example, one can see how “vision” can be broken down into small, meaningful and
consistent actions that can result in a large and positive impact for the individual and the
organization when all of the actions are accomplished.
Tip: It is important that participants take their time in filling out this form. Encourage them
to start the process at the session, and to complete this as their action plan13.
Summary – 5 minutes
End the session by emphasizing that leadership is not an abstract concept, that it
resides in all of us and is a series of small, meaningful and consistent actions toward an
intended outcome.
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Thinking Outside the Borders 33
Learning About Self
Indicate that you hope participants take away knowledge of the essential, universal leadership
components, their knowledge of self in relation to their leadership strengths and areas in
need of improvement, and that they leverage both into positive and substantive outcomes.
This will contribute to their development as a leader, and will benefit the organization in
which they work and its users.
Note that in their handout package, there is a “Selected Bibliography on Leadership”
(Appendix F) should they wish to read more about leadership.
Thank participants for their time and energy, and wish them well in their leadership
development!
Tip: Provide your contact information and welcome participant questions after the session.
Evaluation
Feedback and evaluation of the workshop are extremely valuable, and help shape future
workshops. Shortly after the session ends, note facilitation areas that did not go smoothly,
or when participants seemed confused. Also, note areas where participants were engaged
and excited, and the questions that they asked. Use a formal evaluation form at the end of
the session to obtain structured feedback.
Conclusion
Use of the Campbell Leadership Descriptor can be an enjoyable and enriching learning
experience for new and experienced leaders. It incorporates multicultural competencies,
vital as we increasingly work in diverse organizations, and in a context without borders.
Leadership in a very dynamic, rapid changing environment demands leaders be in perpetual
learning mode (Schein, 2004). This includes ongoing leadership development for all
members of the organization to increase the organization’s capacity for success. Leaders
can cultivate an environment for learning. They can develop a reflective workplace that
questions assumptions, and asks, “how can we learn from this?” (Mavrinac, 2006) to create an
environment that is nimble, and views change (or learning) as natural and normal. Effective
leadership begins with self. The Campbell Leadership Descriptor is an extremely useful
tool to start the process of leadership development through self-awareness, reflection,
insight and change, equipping the organization to flourish in an uncertain, yet exciting,
environment.
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Thinking Outside the Borders 34
Learning About Self
NOTES
1
It works well to time the session to coincide with lunch to provide an ample break.
2
Ideally this session would occur over two days providing time during the evening of the first day for participants
to complete the unit “Reflection and Analysis.” If this cannot be accommodated, an additional hour should be
added to the one day session, extending it to 5 hours.
If the additional hour is added to the one day session, a 15 minute break should be added to the agenda.
3`
4
I substitute the word “employees” for “subordinates” to underscore the peer-to-peer and shared nature of
leadership in particular in relation to project and team work.
5
I substitute “reporting relationships” for “subordinates.”
6
Bolman & Deal (1997) include a rich discussion of the “political frame” of leadership that is useful for the
component of “Diplomacy.”
7
Kegan & Lahey’s (2001) How The Way We Talk Can Change The Way We Work is an insightful source on providing
feedback in a non-threatening, deconstructive manner.
8
I alter this definition to better reflect the library and information profession: Seek and create opportunities for
personal development, or new projects, programs, or policies for the organization and for the community.
9
Facilitators who include the “Reflection and Analysis” unit in the workshop are advised to review the title Write
It Down, Make It Happen (Klauser, 2000).
10
Participants are often surprised to see that their “poor” leader has areas of strength.
Participants enjoy this question, often raising this without prompting. It is important for the facilitator to have
a solid grasp of the 9 components and 40 adjectives which comprise the Campbell Leadership Descriptor. Most
suggested omissions will fit into the existing components of the Descriptor.
11
Participants find this exercise useful. Feedback from sessions indicated a need to provide a tangible example of
a completed form, and the desire to have time to begin completing the form during the session.
12
The Participant Workbook includes another action plan exercise that facilitators may wish to use.
13
REFERENCES
Argyris, C. (1999). On organizational learning (2nd ed). Malden, MA: Blackwell.
Bennis, W. (1999). The end of leadership: Exemplary leadership is impossible without full
inclusion, initiatives and cooperation of followers. Organizational Dynamics, 28, 71-79.
Bolman, L. G. & Deal, T. E. (1997). Reframing organizations: Artistry, choice, and leadership
(2nd ed.). San Francisco: Jossey-Bass.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Burns, J. M. (2003). Transforming leadership: A new pursuit of happiness. New York: Atlantic
Monthly Press.
Campbell, D. (2002). Campbell Leadership Descriptor: Facilitator’s guide. San Francisco:
Jossey-Bass/Pfeiffer.
Dvir, T. & Shamir, B. (2003). Follower developmental characteristics as predicting
transformational leadership: A longitudinal study. The Leadership Quarterly, 14, 327-344.
Mavrinac
Thinking Outside the Borders 35
Learning About Self
Hollander, E. P. (1992). Leadership, followership, self, and others. Leadership Quarterly, 3,
43-54.
Kegan, R. & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven
languages for transformation. San Francisco: Jossey-Bass.
Klauser, H. A. (2000). Write it down, make it happen. New York: Touchstone.
Knowles, M. S.., Holton III, E. F., & Swanson, R. A. (1998). The adult learner: The definitive
classic in adult education and human resource development. (5th ed.). Houston: Gulf
Publishing Company.
Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.
Kotter, J. P. (2001). What leaders really do. Harvard Business Review, 79, 85-96. (Original
work published 1990)
Mavrinac, M. A. (2005). Transformational leadership: Peer mentoring as a values-based
learning process. portal: Libraries and the Academy, 5 (3), 391-404.
Mavrinac, M. A. (2006). The dynamics of protecting self: Experiencing organizational change,
a grounded theory. Unpublished doctoral dissertation, Fielding Graduate University, Santa
Barbara, CA.
Pearce, C. L. & Conger, J.A. (Eds.) (2003). Shared leadership: Reframing the hows and whys
of leadership (pp. 123-140). Thousand Oaks, CA: Sage.
Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco: JosseyBass.
Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Mavrinac
Thinking Outside the Borders 36
Learning About Self
Campbell Leadership Descriptor
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Thinking Outside the Borders 37
Appendix A
Learning About Self
Mavrinac
Thinking Outside the Borders 38
Learning About Self
Campbell Leadership Descriptor
Appendix B
Small Group Exercise
Goal
To discuss the implications of leadership using the components of the Campbell Leadership
Descriptor in real and concrete terms
Exercise
Using a component from the Campbell Leadership Descriptor, each participant will share:
•The impact (implications and outcome) for you as an individual or for your organization
because of the strength or challenge you have with this leadership component in a
particular situation or initiative. Examples can be those resulting in a positive or negative
outcome.
•Discuss the impact in real, concrete terms.
•State what you have learned about leadership from this example.
Decide upon one example to report to the whole.
Time period for reporting: 5 minutes per group.
Mavrinac
Thinking Outside the Borders 39
Learning About Self
Campbell Leadership Descriptor
Appendix C
Leadership Focuser
Goal
•To derive benefit and growth for yourself and for your organization.
Outcomes
•Leverage your leadership strengths into actions and positive outcomes.
•Strengthen your leadership challenges and areas in need of improvement through actions
and positive outcomes.
•Commit to outcomes through tangible actions starting tomorrow, and then through to
one year.
Exercise
•Review leadership strengths and areas in need of improvement using Results at a
Glance.
•Select one strength and one area in need of improvement you wish to leverage and develop
into tangible outcomes.
(Note: One of these must be from the Personal Style, Personal Energy or Multicultural
Awareness components of the Campbell Leadership Descriptor.)
•Start with one year ahead. State specific desired outcomes for your strength and your area
in need of improvement.
•Go to “Tomorrow.” State what you will do tomorrow to advance the outcomes you identified
at one year.
•Continue with one week, then, one month, then three months, then six months.
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Thinking Outside the Borders 40
Learning About Self
Campbell Leadership Descriptor
Appendix D
Leadership Focuser Example
1 Year
Date: 6 Months
Implement a visionary project that is in alignment with
our organization’s direction.
Identify resource needs.
Be resourceful in identifying internal and external
sources of funding.
Develop a detailed project proposal.
Identify and invite project participants.
Delegate roles, and specify time lines and outcomes.
Incorporate ongoing mechanism of feedback from
mentor, supervisor and project participants.
In next six months, complete all tasks to project
completion.
3 Months
1 Month
Read intensively on my topic.
Narrow my focus to a specific area of analysis.
Complete an environmental scan of my topic.
Develop a broad project proposal that looks ahead 2-3
years.
Discuss project proposal with my mentor and my
supervisor. Incorporate their feedback.
Obtain approval from my supervisor to fully develop
the project proposal.
1 Week
Decide on 1 broad area of interest I will investigate to
create a project for our organization that is farsighted.
Develop a plan of action.
Meet with my supervisor to discuss my goal, and the
process I will use, asking for support and feedback.
Develop a current awareness profile for my topic.
Discuss my plan of action with my mentor, asking for
feedback.
Tomorrow
Write down 3 broad areas of interest that are in
alignment with our organization’s direction.
Identify leaders that I know who are strong in the
“vision” component of leadership.
Define mentoring goals for developing “vision,” and a
time line for each.
Contact a leader to ask if they would be my mentor.
Decide on the leadership adjectives of “vision” that I
wish to develop in myself.
Write these down, expanding upon the meaning of each.
Write down why vision and the specific adjectives of
vision are important for my development.
Book a meeting for next month with my direct
supervisor to discuss my ideas for leadership
development.
*Form adapted from Lifetime Focuser Quinton Group Inc.®
Mary Ann Mavrinac, University of Toronto Mississauga, January 2008
maryann.mavrinac@utoronto.ca
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Thinking Outside the Borders 41
Learning About Self
Appendix E
Leadership Focuser
1 Year
6 Months
3 Months
1 Month
1 Week
Tomorrow
Date: *Adapted from Lifetime Focuser Quinton Group Inc.®
Mary Ann Mavrinac, University of Toronto Mississauga, January 2008
maryann.mavrinac@utoronto.ca
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Thinking Outside the Borders 42
Learning About Self
Selected Bibliography on Leadership
Appendix F
Bolman, L. G. & Deal, T. E. (1997). Reframing organizations: Artistry, choice, and leadership
(2d ed.). San Francisco: Jossey-Bass.
Burns, J. M. (2003). Transforming leadership: A new pursuit of happiness. New York: Atlantic
Monthly Press.
Ciulla, J. B. (1998). Leadership and the problem of bogus empowerment. In J. B. Ciulla (Ed.),
Ethics, the heart of leadership (pp. 63-86). Westport, CT: Quorum Books.
Evans, G. E. & Layzell Ward, P. (2007). Leadership basics for librarians and information
professionals. Lantham, MD: Scarecrow Press.
Gerber, R. (2002). Leadership the Eleanor Roosevelt way: Timeless strategies from the first
lady of courage. New York: Penguin Group.
Hollander, E. P. (1992). Leadership, followership, self, and others. Leadership Quarterly, 3,
43-54.
Kegan, R., & Lahey, L. L. (2001). The real reason people don’t change. Harvard Business
Review, 79, 85-91.
Kegan, R. & Lahey, L. L. (2001). How the way we talk can change the way we work: Seven
languages for transformation. San Francisco: Jossey-Bass.
Klauser, H. A. (2000). Write it down, make it happen. New York: Touchstone.
Kotter, J. P. (1996). Leading change. Boston: Harvard Business School Press.
Lipman-Blumen, J. (1996). The connective edge: Leading in an independent world. San
Francisco: Jossey-Bass.
Mavrinac, M. A. (2005). Transformational leadership: Peer mentoring as a values-based
learning process. portal: Libraries and the Academy, 5 (3), 391-404.
Miguel Ruiz, D. (1997). The four agreements. San Rafael, CA: Amber-Allen Publishing.
Olson, C. A. & Singer, P. M. (2004). Winning with library leadership: Enhancing services through
connection, contribution, and collaboration. Chicago: American Library Association.
Schein, E. H. (2004). Organizational culture and leadership (3rd ed.). San Francisco: JosseyBass.
Senge, P. (1990). The fifth discipline: The art and practice of the learning organization. New
York: Currency Doubleday.
Mavrinac
Thinking Outside the Borders 43
Learning About Self
Winston, M. D. (Ed.). (2001). Leadership in the library and information science professions:
Theory and practice1. New York: Haworth Press.
1
Mavrinac
This title includes chapters on leadership and diversity (Alire) and leadership from an international perspective (Li).
Thinking Outside the Borders 44
Learning About Self
Leadership Qualities for Future
Library Leaders:
Carol’s 10 Steps to Being a Great
Library Leader
“ …as a leader you can
never say thank you
enough, but even more
important is the idea
of serving the people
you are leading. Being
a leader can be a very
humbling experience.”
Carol A. Brey-Casiano
Director of Libraries, El Paso Public Library
It was a real pleasure for me to speak at two of the
Thinking Outside the Borders institutes in Allerton Park,
Illinois and Phoenix, Arizona. It was good to re-visit the
University of Illinois where I received my master’s degree
in 1980. Some of us thought that Allerton Park was a bit
rustic, but by today’s standards so was everything else
about my college education in 1979—I typed my papers
on an electric typewriter, spent hours reading journal
articles on microfilm, and the only library records I could
access via computer were less than one year old—part
of the University of Illinois’ brand new online computer
project. Perhaps surprising given my later involvement
with the American Library Association (ALA) and others,
I was not a member of any professional organization,
although I was invited to join Beta Phi Mu.
I got my first job less than three months after
graduation—and began serving as the Bookmobile
Librarian for the Ozark Regional Library in southern
Missouri. I drove that bookmobile over the country roads
of a rural, four-county area, where the largest town had
a population of 5,000 people! All I really wanted at that
time was satisfying work—in fact, studies have shown
that’s what most of us want. I never really thought
about being a leader in this field, nor did I come close
to dreaming of being ALA President—or president of
any other organization for that matter. I was fortunate
to have some wonderful mentors along the way who
helped me to hone what leadership skills I did have, and
develop new skills to meet the challenges that always
come when you make the decision to step out of your
comfort zone.
As I think about the great mentors I have had over
the years, I realize that some of them are nearing
retirement, and some are no longer with us. The fact
is, our profession is aging, although the promise
of retirement looming on the horizon is certainly
something I am looking forward to! The challenge for
us Baby Boomers who might be retiring within the next
Brey-Casiano
Thinking Outside the Borders 45
Leadership Qualities for Future
Library Leaders
10-15 years will be the recruitment of our successors. Not only do we need to recruit
librarians, we need to recruit leaders to our profession!
In a recent paper entitled “Library Retirements—What We Can Expect” by Denise Davis,
Director of the ALA Office for Research and Statistics, Ms. Davis finds that estimated
retirements from our field are already outpacing Library and Information Studies graduations
in the U.S. today, even with the reduced number of jobs in public and academic libraries.
She also estimates that we will not see a surplus of graduates to retirements until the year
2019, and that it may take until 2023 before we recover the loss due to all the estimated
retirements. And, Ms. Davis notes, “the issue is not [just] having LIS graduates in the
marketplace, the issue becomes having qualified librarians to promote into the positions
vacated due to retirement.”
The Armijo Branch of the
El Paso Public Library is located within walking distance
of the U.S./Mexico border,
in the area of South El Paso
known as the Segundo Barrio
or Second Ward. According
to the 2000 Census, 95.5% of
the population in this neighborhood is Hispanic/Latino
and 87.7% of the population
speaks a language other than
English at home. There is no
doubt that El Paso is an international city…it is obvious as
soon as one steps outside.
I am already seeing a shortage of qualified librarians
available to take front-line and mid-level management
jobs in my own library, the El Paso Public Library in
Texas. “What do I mean by qualified?” While there are
the usual minimum requirements for most of these
positions, how many years of experience you have
is not nearly as important to me as the leadership
qualities you exhibit. I discovered, deep down inside
my young library soul some twenty-five years ago, that
I had the passion to be a library leader. But it took some
great mentors, a variety of experiences, and some real
challenges along the way before I could truly say that
I had come close to becoming the leader I wanted to
be.
We need real leaders if our libraries of the future are
to thrive and grow. I know that you must possess the
passion, the enthusiasm it takes to be a leader or you
would not be at this Institute, but now the question is: how do we develop the seasoned
leaders we will need to move this profession well into the 21st century? In thinking about
this, I have developed “Carol’s ten steps to being a great library leader,” which I will share
with you now in the hopes that it will be of some help as we think about succession planning
for the future.
Step #1: Find a good mentor/ BE a good mentor
Ralph Waldo Emerson once wrote “Our chief want is someone who will inspire us to be what
we know we could be.” For me, Marilyn Hinshaw was that person. She was the one who hired
me for my first Library Director’s job at the Muskogee (Oklahoma) Public Library when I was
just 24 years old. Marilyn saw something in me that I didn’t recognize myself. As my boss
and mentor, she gave me advice, but also encouraged me to develop my own management
style. She also sent me to my first ALA Conference, staying home so that I could attend,
in 1983. Marilyn always seemed to believe that I could do more than I believed of myself.
I remember when she called me in 1988 or so to ask me to chair the Program Committee
for what was then called the Small and Medium-Sized Roundtable of ALA, which she was
chairing that year. “The Committee Chair resigned and I need someone who can get the job
done—fast,” she told me. I, of course, said yes!
Brey-Casiano
Thinking Outside the Borders 46
Leadership Qualities for Future
Library Leaders
My relationship with Marilyn proves that a good mentoring relationship never grows old.
I still receive encouraging e-mails from her about recently posted library director’s jobs…
“Now Carol, this is one you really should consider!” she’ll say. And, I, in turn, have reached
out to people who need mentors, in my Association work in and my home library.
Step #2: Learn how to follow first
It’s been said that “You cannot be a leader, and ask other people to follow you, unless you
know how to follow, too.” No matter what leadership position you hold, there is probably
still someone you have to report to. When I became President of ALA, I found it fairly easy
to get some of the things accomplished that I wanted, but there were also many things that
the ALA Staff and membership expected of me! Sometimes, I had to know how to follow the
lead of others if I was to succeed.
Step #3: Be Visionary
I have always believed that the mark of a good leader is one who can articulate a vision for
his or her organization and then motivate others to share and accomplish that vision.
The “America’s Most Literate
Cities 2007” study conducted
by Dr. Jack Miller of Central
Connecticut State University
has ranked the City of El Paso
second to last among literate
cities with a population of
250,000 or more for the
past several years. Libraries
in El Paso, however, have
risen several notches in the
study to 59 out of 69 cities,
demonstrating that libraries
can make a difference!
This change in the status of
libraries can be attributed to
the construction of three new
branches and an expanded
Main Library by the El Paso
Public Library System.
The El Paso Public Library serves a community that
has been ranked last or close to last in literacy among
major U.S. cities. Yet, recently our City Council set a
goal for our library to become “among the best in the
nation.” I guess I was one step ahead of them, because
I had already told our staff we should strive to be the
best in the world! Even though our funding levels are
low for a community our size, the quality of our staff,
facilities and programming has helped us to establish
benchmarks that will enable us to achieve a higher
stature in the years to come—and achieve our goal of
being “among the best libraries in the nation.”
Peter Drucker described it this way: “Leadership is
not magnetic personality, that can just as well be a
glib tongue. It is not ‘making friends and influencing
people,’ that is flattery. Leadership is lifting a person’s
vision to higher sights, the raising of a person’s
performance to a higher standard, the building of a
personality beyond its normal limitations.”
Step #4: Be a Good Servant
In his book Leadership Is an Art, Max DePree states “The first responsibility of a leader is to
define reality. The last is to say thank you. In between, the leader is a servant.” I read that
book about 15 years ago, but I’ve never forgotten Depree’s words. Of course, as a leader you
can never say thank you enough, but even more important is the idea of serving the people
you are leading. Being a leader can be a very humbling experience. You learn that, while the
buck may stop with you, it takes the work of every team member to be successful.
Lao-tsu said that “As for the best leaders, the people do not notice their existence.... When
the best leader’s work is done the people say, ‘We did it ourselves!’”
Brey-Casiano
Thinking Outside the Borders 47
Leadership Qualities for Future
Library Leaders
Step #5: Take risks
As a leader, I have always subscribed to the old adage “It is easier to ask forgiveness than
permission.” And, if the risk I am taking is well-calculated, I usually can give an acceptable
explanation even if I do have to ask permission! This is an especially important adage for
those of us in government work—whether it is on the local, state or national level. Most
of us have probably learned by now that if you ask for permission to do something at the
government level, you will involve a team of lawyers for at least a month and by the time
you get your answer, it may be too late to move forward.
Step #6: Take care of yourself
Whenever I hear of a friend or colleague who is taking on a new leadership position, the
first thing I do is encourage that person to start an exercise program as part of a healthy
lifestyle. Being a leader takes stamina. I’m sure most of you know something about the need
for stamina. Dee Hock, Founder and CEO Emeritus of Visa, takes this idea a step further by
saying that “If you seek to lead, invest at least 50% of your time in leading yourself—your
own purpose, ethics, principles, motivation, conduct.” I am always amazed by how much
the people I lead pay attention to what I do—the good, the bad, and the ugly. I am a role
model, whether I like it or not, and need to remember that at all times.
Step #7: Maintain a positive attitude
While serving as Director of the Oak Park Public Library in Illinois, I was once named the
“Perky Librarian” by members of the Library staff. At first I thought people might not take
me seriously if I was too positive all the time, but I have learned that, when you are out in
front, the people you lead appreciate a positive attitude—particularly when times are tough.
Napoleon Bonaparte once said that “A leader is a dealer in hope.” That was particularly true
in his case, but I think still remains true today.
Step #8: Never turn down a leadership position…even if it means managing your
kid’s soccer team.
You will always learn something new about working effectively with other people. People are
always asking me how to get appointed to an ALA Committee. And my answer is—be willing
to serve on a committee that isn’t one of the top five in popularity. The first ALA Committee
I ever chaired was one called the “Policy Monitoring Committee.” Sounds exciting, doesn’t
it?! However, by serving on this Committee I learned a great deal about the inner workings
of ALA, which served me well later as I took on more leadership positions.
Step #9: Learn how to motivate people effectively
I think I am still learning how to do this step correctly. There are so many ways to motivate
people, and yet it is easy sometimes just to say, “Never mind, I’ll do it myself.” George S. Patton
once said, “Don’t tell people how to do things, tell them what to do and let them surprise you
with their results.” Or, as Dwight D. Eisenhower put it, “You do not lead by hitting people over
the head — that’s assault, not leadership.” This is probably the greatest challenge for me—I
love the process, and it is so tempting for me to get involved in many aspects of the day-to-day
operation. But any truly great leader has to trust the people she is leading to do their best. And
they will not let you down. “The task of leadership is not to put greatness into people, but to
elicit it, for the greatness is there already.” — John Buchan once said.
Brey-Casiano
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Leadership Qualities for Future
Library Leaders
And last but not least…Step #10: Keep your sense of humor!
I try to keep things around my office that make me laugh. These come in handy, particularly
whenever I am tempted to take myself too seriously. I once made an especially difficult
budget presentation to my staff holding an inflated pink flamingo! Or, if I am working on
a tough project, I might put on a funny hat just to keep things in perspective. I am positive
the ability to laugh will reduce the stress in your life, lower your blood pressure, and in
general make you feel better.
Let me close with this simple thought: Great leaders are the ones who care about the people
around them. I feel blessed to work in this field—and I love my job—although I tell people
that some days I love it more than others! As librarians, we have the opportunity to shape
the future of our profession, one life at a time. These words written by Admiral James B.
Stockdale sum it up nicely: “Leadership must be based on goodwill. Goodwill does not
mean posturing and, least of all, pandering to the mob. It means obvious and wholehearted
commitment to helping followers. What we need for leaders are men of the heart who are
so helpful that they, in effect, do away with the need of their jobs. But leaders like that are
never out of a job, never out of followers. Strange as it sounds, great leaders gain authority
by giving it away.”
I encourage you to write these words on your hearts, go out there and change the future of
libraries forever! You can do it, or as we say in El Paso, Sí, se puede! Thank you.
Brey-Casiano
Thinking Outside the Borders 49
Leadership Qualities for Future
Library Leaders
What Does it Mean to Lead
in the International Library
World?
Ujala Satgoor
Deputy Director, Special Units Library Services,
University of Pretoria
has its own culture
If you want to go fast, go alone. If you want to go far, go
together!
African proverb
that is built over time,
Introduction
“Every organization
based on its mission,
its practices, its
people, its governing
values, its traditions,
and its institutional
history. It is important
to acknowledge and
understand different
organizational
cultures, to respect
them, and to find ways
that these realities
can contribute to and
strengthen the mutual
endeavor.”
My foray into international library leadership began in
2001 with the South African Library Leadership Project
(SALLP), which was a partnership project between the
Library and Information Association of South Africa
(LIASA) and the Mortenson Center for International
Library Programs at the University of Illinois, UrbanaChampaign. This groundbreaking 3-year project was
made possible by a grant of $249,000 from the Andrew
Mellon Foundation. It succeeded in bringing together
organizations and individuals on the basis of a national
need and a common goal, namely to address the
development of leadership skills of senior and middle
managers of library services in South Africa.
LIASA at this time was still a relatively young library
association, as it was constituted in 1997 after a lengthy
process of discussions and negotiations among the
former racially segregated library associations and
organizations. The library and information services
(LIS) sector was also a sector that had felt the impact
of apartheid. Separate services and facilities, training
of librarians, management and leadership based on
race, are factors that impacted upon a sector that had
a 150 year legacy and fairly sophisticated national
infrastructure. Post-1994, which was the watershed year
for South African democracy, saw the sudden urgency
for transformation and implementation of employment
equity, especially at management levels, within all
sectors. The LIS sector also felt the reverberations of
this transformation force–librarians were appointed to
leadership and management positions for which they
were ill-equipped. This gave rise to frustrations, tensions
in the workplace and a mindset that created a barrier to
service delivery.
For the LIS sector, the South African Library Leadership
Satgoor
Thinking Outside the Borders 50
What Does it Mean to Lead in the
International Library World?
Project presented itself at the right time and was located in the right organization, LIASA.
During the period 2001-2004, 23 senior and middle managers of public and academic
library services were selected through an open, merit process for participation in a six to
eight week leadership training program at the Mortenson Center. They now constitute a
national resource pool of LIS professionals who are making a noticeable impact upon LIASA
and the profession.
What emerged during these four years was a strong partnership not only between two
organizations, but also between the individuals who lead the project in both countries. This
proverb therefore effectively encapsulates the essence of what it has meant to work within
the arena of international library leadership, based predominantly on partnerships.
This paper serves as an acknowledgement of my colleagues Barbara Ford and especially
Susan Schnuer, with whom I worked from the very outset of the SALLP project. Susan and I
subsequently jointly developed and presented a paper entitled “International Partnership,
National Impact: The South African Library Leadership Project” at the 6th World Conference
on Continuing Professional Development & Workplace Learning for Library and Information
Professionals held in Oslo, Norway in August 2005. This paper will highlight aspects of the
Oslo paper, and will pay particular focus on the elements of a successful partnership, which
inadvertently leads one toward professional leadership.
Individual Leadership
During the course of my involvement with the SALLP, my engagement with external partners,
LIASA leadership, South African stakeholders, and the participants themselves gave me the
opportunity to identify those qualities and characteristics that are essential for individuals
within a successful and effective partnership. It is also based on the observation of how
people behave within familiar and new environments. Individual leadership certainly evolves
itself based on the inclusion of these qualities and characteristics:
1. Vision – Today most organizations and institutions base themselves on a vision, mission,
goals and strategies. So, too, should an individual have a vision of where s/he is heading
as a professional! It enables one to engage in work that derives both job satisfaction and
job security.
2. Understanding the sector – It is not only about doing one’s job but also about growing
within a chosen profession. Keeping abreast with current trends and developments
enables one to know and understand the sector within which one works.
3. Values – Personal values define who you are as an individual and permeate one’s
conduct and environment. Within the context of a partnership, some of the core values
are accountability, discipline, respect, professionalism, initiative and integrity.
4. Passion – The emotional and intellectual enthusiasm for what you do or believe in.
5. Interpersonal skills – The ability to communicate effectively with individuals and to
manage a range of relationships simultaneously and effectively.
6. Access to resources – This refers very much to access to technology, information,
facilities, etc.
7. Willingness to learn/to share – This is an ability to acknowledge the importance of
lifelong learning, irrespective of one’s position. Individual leadership is enhanced by the
ability to transfer one’s knowledge and skills to others.
8. Personal commitment – The ability to commit to the full term of a task or project is an
indicator of emotional and professional maturity.
Satgoor
Thinking Outside the Borders 51
What Does it Mean to Lead in the
International Library World?
9. Recognition of your and others’ roles – This is an acknowledgement of the strengths,
responsibilities and capabilities of others within a team.
An individual embracing these qualities and characteristics becomes a proactive and strong
participant within a partnership or team.
Team Leadership
The initial stages of the project threw up many barriers such as geographical distance,
language, “developed vs. developing” issues, resources, management styles, professional
mindsets and attitudes. It was certainly a challenge with both partners based on two
continents! However, the synchronicity of thought and common purpose were recognised
very early in the project and this prevented these barriers from becoming entrenched.
During the course of the project, as we began sharing certain elements and took individual
responsibility of others, what emerged were distinctive team leadership qualities and
characteristics, which also reflected positively on the personalities of the individuals
involved. It became a synergy between the individual and team!
The team leadership qualities and characteristics that emerged were:
•
•
•
•
•
•
•
•
•
•
•
Recognition and acknowledgement of differences/needs
Shared vision
Mutual respect, understanding & trust
Ability to compromise
Members share a stake in both process & outcome
Multiple layers of participation
Flexibility
Clear roles & policy guidelines
Adaptability
Open and frequent communication
Informal relationships & communication links
Successful partnerships occur when partners are recognised as leaders in the field. This
happens when there is a proven record of accomplishment, success, delivery or expertise.
The SALLP proved itself a success, it delivered on its expectations, the expertise of the
partners varied but effectively meshed, and the accomplishments of the participants
thereafter endorsed the relevance of the project.
Elements of a successful partnership
Library leadership has become a more focused area of professional development. Several
national and international initiatives have emerged. Results have varied from success to
failure. It is therefore important to share those elements that foster success but which
could contribute to failure if misinterpreted or mishandled. These elements are:
Environment
• History of collaboration or cooperation in the community
• Collaborative group seen as legitimate leader in the community
• Favorable political and social climate
Satgoor
Thinking Outside the Borders 52
What Does it Mean to Lead in the
International Library World?
Membership
• Mutual respect, understanding & trust
• Appropriate cross-section of members
• Members see collaboration in their self-interest
• Ability to compromise
Process & Structure
• Members share a stake in both process & outcome
• Multiple layers of participation
• Flexibility
• Clear roles & policy guidelines
• Adaptability
• Appropriate pace of development
Communication
• Open and frequent communication
• Informal relationships & communication links
Purpose
• Concrete, attainable goals & objectives
• Shared vision
• Unique purpose
Elements - Resources
• Sufficient funds, staff, materials & time
• Skilled leadership
In addition to the above, the additional lessons learned from the SALLP for successful
partnerships are:
• Mutual respect for cultural differences and an understanding of local conditions and needs.
Every organization has its own culture that is built over time, based on its mission, its
practices, its people, its governing values, its traditions, and its institutional history.
It is important to acknowledge and understand different organizational cultures, to
respect them, and to find ways that these realities can contribute to and strengthen the
mutual endeavor.
• A willingness to learn and operate in a different environment.
This includes the acknowledgement of local expertise and consultation with a wide
range of individuals and/or groups who live in and intimately know local conditions.
The most successful partnerships recognize and value their differences and find ways
to integrate them into a workable overarching partnership culture.
• Breaking down obstacles.
Major obstacles to a constructive and successful partnership include:
- conflict over key interests;
- a lack of clear purpose;
- unrealistic goals or deadlines;
- key interests and stakeholders, including decision makers, that are not
included or refuse to participate;
Satgoor
Thinking Outside the Borders 53
What Does it Mean to Lead in the
International Library World?
-
unequal benefits for the partners;
some participants with more power than others;
financial and time commitments that outweigh potential benefits;
partnership members who are uncomfortable with the commitments required;
constitutional issues or legal precedents which constrain the partnership.
• The ability to identify areas of potential conflict at the outset of a project and the
sensitive handling of obstacles when and if these do arise, are essential skills that help
to prevent the dissolution of a potentially effective partnership.
• Celebrating success.
Successful partnerships look for every opportunity to celebrate individual project
successes or key benchmarks in the evolution of the partnership. Such celebrations
allow the partners to recognize good work being done that reinforces the goals of the
partnership; to gain some outside recognition of the partnership; and/or to demonstrate
possibilities for the partnership to grow. Recognizing and celebrating accomplishments
helps motivate and spur people on to new challenges. It is a lost opportunity when it
does not occur. If one’s goal is to build greater awareness of the partnership, then the
partners need to take every opportunity to celebrate each other’s success.
Conclusion
Successful partnerships develop over time and have the potential to become long-term
relationships. Based on the limited resources of individual institutions, partnerships are
emerging as the favoured route for further development. I recommend that to become
a leader in the field, one should learn from others, share with others and embrace those
elements that promote success, mutual professional respect and growth. You will then
certainly travel far together!
Satgoor
Thinking Outside the Borders 54
What Does it Mean to Lead in the
International Library World?
Intentional Leadership and
Interpersonal Effectiveness
Kathryn J. Deiss, Content Strategist
Association of College and Research Libraries
“Understanding where
and how one can lead
is something arrived
at through personal
choice, practice,
feedback and the
development of
• Self-awareness
• Effective
communication
• Understanding
the role of
assumptions
• One's leadership
skills and
abilities”
Introduction to this Workshop Aid
This two-part training lesson or workshop focuses on
the concepts of choosing to be an intentional leader
and the importance of effective communication and
interpersonal skills in that leadership.
Part One focuses on participants’ personal and intentional
leadership. Part Two describes two fundamental models
in the area of effective interpersonal communication.
Three models will be used in this workshop. It is
important for the trainer to become very familiar with
these models and the theories that underlie them so as
to be able to both explain and use the models for the
deepest possible participant learning experience.
The three models we will use are:
• Intentional Leadership Model (King and Lee)
• Johari Window (Joe Luft and Harry Ingham)
• Ladder of Inference (Chris Argyris)
These are included in the segments of the workshop to
which they relate.
Time Needed: 2.5 hours – 3 hours depending on exercises
used
Equipment/Supplies Needed: A pad of paper on an easel
(flipchart), a whiteboard with markers, or a blackboard. It
is important to have a space that is shared and visible to
all on which to write. No further technology is needed.
Setting the Stage for Your Workshop
Begin your lesson by stating the objectives you hope to
achieve with the group. I use the following objectives:
After this training experience, participants will:
• Understand the sources of leadership and be able to
reflect on their own leadership.
Deiss
Thinking Outside the Borders 55
Intentional Leadership and
Interpersonal Effectiveness
• Learn the concept of intentional leadership.
• Become more aware of their own communications with others and how that affects their
leadership.
• Learn two models for understanding communication and interpersonal effectiveness.
Setting group guidelines at the beginning of your
workshop can help create a good environment for
participation. Some guidelines I like to use are:
• Help everyone to participate and learn.
• Don’t interrupt others.
• Ask for clarification when needed.
• Be open to new ideas.
It is useful for participants to understand
why they should think and learn about
leadership and how they can reflect on
their own leadership. You as a trainer
should place this lesson in the context
that makes the most sense for your
audience. You can include information
in your introduction that draws from
the current environment of the libraries
your participants are coming from.
Begin with a short discussion about
why libraries need excellent leadership
now more than ever.
• Have fun!
You can allow participants to add a guideline or
two to your list if you wish.
One interactive way to do this is to
conduct what is called a community
census. A community census is a quick
open answering of a sentence that you begin. The “stem sentence” can be something like:
“Excellent leadership is needed because…” This stem sentence is written on the flipchart
or whiteboard.
As a trainer you can encourage the participants to call out their ideas to complete this
sentence. You should write them on a large paper pad (flipchart) on an easel, a whiteboard,
or a blackboard. This gathering of ideas about the need for leadership excellence will help
you understand how the group is thinking about leadership and also will help relax them
and you. In addition you will use this starting exercise to move into the content of your
lesson.
In my workshops, some of the reasons for why excellent leadership is needed now more than
ever are such things as: the complexity of the environment within which all libraries exist;
new tools, new technologies; different and increasing expectations; changing behaviors of
all stakeholders (students, the public, faculty, boards, vendors, and governing bodies).
PART ONE: Intentional and Personal Leadership
Lecturette – a lecturette is a short lecture that the trainer gives which provides some theory
and concepts that are fundamental to the workshop objectives.
Begin lecturette:
How can an aspiring leader create a plan to be a “superb leader?” This workshop focuses on
several key skills required for excellence in leadership at any level:
Deiss
Thinking Outside the Borders 56
Intentional Leadership and
Interpersonal Effectiveness
• Self-awareness
• Effective communication
• Understanding the role of assumptions in communication
•
Personal commitment to choosing and developing one’s leadership skills and abilities
There are personal costs to leadership: the time one must invest, the personal sacrifices
one must make, the significant challenges one must meet and manage when one is in a
leadership role. It is for these reasons that becoming a leader through a conscious and selfaware process of reflection and choice is preferable to leadership by drift.
Leadership by drift occurs when people assume leadership roles without much selfreflection or actual choice. Authentic and strong leaders are choosing this path purposely.
And they focus on developing their skills. Interpersonal communication is one of the most
important leadership skills that all leaders need to develop.
Leadership occurs at all levels of any effective organization. Everyone in the organization
can and should lead. Understanding where and how one can lead is something arrived at
through personal choice, practice, feedback, and the development of the skills listed above.
But, how are leaders made, where do leaders come from? King and Lee1 point to a variety
of concepts regarding how leaders are made:
1. Leaders are born (the genetic view)
2. Leaders learn to become leaders (the learned view)
3. Leaders are courageous and heroic (the heroic view)
4. Leaders are those people at the top (the top-only view)
5. Leaders emerge when the situation demands leadership (the social script view)
6. Leaders are those people with the titles (the position view)
7. Leaders are called to be leaders (the calling view)
In reality, many of these factors combine to create leaders depending on the leader and
the situation. King and Lee describe the importance of understanding both the costs and
the benefits of taking a leadership role. Assuming people have this understanding they can
choose leadership “intentionally.”
Sara King and Robert Lee of the Center for Creative Leadership created a model that
provides a framework for examining one’s own intentional leadership. We will review this
model in this module as well as the interpersonal skills that allow for the effective use of
your leadership.
Deiss
Thinking Outside the Borders 57
Intentional Leadership and
Interpersonal Effectiveness
End Lecturette
Tip: Always check in with your participants to see if they understand what you are saying or
have any questions. You should scan the group visually for cues that they may not understand
you or might have a question.
Group Work Options for You as Workshop Leader
After presenting the initial lecturette you can have an open discussion of the seven sources
of leaders; ask the group what their thoughts are about those sources. People will have
very strong opinions. Your role as a workshop facilitator is not to convince them of any
particular source but to help them discuss all of the sources.
Ask how situations might change what kind of leader people will look for.
Present First Model: Personal Leadership Framework – have this model drawn on the
flipchart or whiteboard so all can see it and focus on it as you describe it.
Personal Leadership Framework
Vision
Self awareness
Values
Balance
Source: Lee, Robert J. and Sara N. King. Discovering the Leader in You. San
Francisco, CA: Jossey-Bass (2000) and The Center for Creative Leadership.
Deiss
Thinking Outside the Borders 58
Intentional Leadership and
Interpersonal Effectiveness
• Discuss the outer ring first: changing demands and expectations. The environment
within which leaders act is continually changing and new demands are placed on them
as leaders. Some examples in the world of libraries are: changes in how we influence
our vendors; changes in copyright; changes in technologies; changes in the larger arena
of publishing and information – all of these are changes every library leader has to
grapple with and come to an understanding about in order to lead. It is not only in
the professionally functional areas that demands change, however. For instance, the
expectations of employees have changed over time making it more important to be able
to communicate with that group.
• Discuss the inner four quadrants. These are the four core elements of effective and
purposeful leaders, according to King and Lee.
• Begin with Vision and the critical nature of having a personal vision for one’s own
leadership as well as for one’s organization/workplace.
• Values are the next quadrant. A clear sense of one’s own values are important to
leadership in that the most difficult decisions one makes are made on the basis of
values. Tell participants that there are values clarification exercises (the King and Lee
book contains one such exercise) as they may not know what is meant by a clear sense
of personal values.
• The lower left hand quadrant is Self-Awareness. Leaders who fail often fail due to a
significant lack of self-awareness. Leaders who succeed are aided greatly by a high
degree of self-awareness. This self-awareness is a result of both self-reflection and of
feedback from others.
• The last quadrant is Balance. In the Center for Creative Leadership’s studies of leadership
derailment life/work imbalance was found to be a critical factor. It is very important
for leaders to have balance in their lives – understanding how different this balance
may be for each individual. It is important because of the demands on the leader’s
energy; physical, mental, spiritual, and emotional energies are called upon. Balance
helps leaders think clearly, make calm decisions, and communicate with confidence and
compassion.
Here are two potential exercises. The first one is optional but can set the stage. Depending
on how much time you have and what your purpose is with the group you can choose to use
either of these exercises or both of them.
Participant Exercise 1:
First silently (approx 5 mins) and then as a group (approx 15-20 mins) identify and discuss
the changing demands and expectations that you have experienced as a leader.
Debrief exercise by leading a guided discussion. Ask people to offer some of the things they
came up with. Ask the group what their reactions are to changing demands – what is the
effect on them? How do they manage to stay balanced when expectations change?
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Participant Exercise 2:
Individually write down things you are sure of in your own leadership for each of the
quadrants (15-20 mins).
Ask participants to pair up or form triads (groups of three) to discuss which quadrant they
feel most comfortable with and which they feel they need to do some more work in (1015 mins). Emphasize that individuals do not need to share anything they do not wish to
share.
Optional instruction for groups of two (dyads) or three (triads): Create some strategies for
improving in each of the quadrants (10 mins).
PART TWO – Interpersonal Skills/Communication
You may again begin this segment of the workshop with a community census. The stem
sentence you write on the flipchart or whiteboard could be:
“Good communication happens when…”
Encourage the group to offer their ideas and write them on the board. This helps you make
connections among things and after your lecturette and exercises you can always come
back to this initial community census to validate the ideas of the participants by showing
them how what they thought in the beginning actually is important.
This training segment focuses on effective interpersonal communication. Connections can be
made to the Intentional Leadership segment by pointing out that the self-awareness quadrant
of the King and Lee model is fundamental to effective interpersonal communication.
Lecturette
Many competencies are needed to practice leadership that helps organizations, the people
in them, and the clients of that organization. Among these competencies are:
• Influence
• Self-awareness (as seen in the Personal Leadership Framework above)
• Building trust
• Establishing and fostering relationships
• Effective communication
Communication is something we do from the moment we are born until the day we die
and yet is the one thing we humans have some trouble with and we are always striving to
improve our communication. Good communication is an obvious good in any organization.
However, good communication is difficult to achieve due to the complex dynamics of groups
as well as the actual necessary communication skills needed for effective communication.
Communication is the process by which we are understood by one another. We convey
what we need and want through communication and we understand the needs and wants of
others through communication. Interpersonal skills contribute to group synergy. Synergy is
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when the knowledge and skills of each individual combine to create something better than
any one individual could have produced on his or her own.
Some interpersonal skills are:
• Active listening
• Respectful dissent
• Effective conflict resolution
• Testing assumptions
• Focusing on interests not on positions one wishes to take
In order to better understand the dynamics of interpersonal relationships we will look at
a model that will help us better understand this important area. Through this model we
will be able to determine how we can become more interpersonally effective in our work
relationships.
Present Second Model: The Johari Window
Johari Window
Source: The Johari Window form Group Processes: An Introduction to Group Dynamics by
Joseph Luft by permission of Mayfield Publishing Company. Copyright  1984, 1970, and
1963 by Joseph Luft.
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This model was created by two social scientists: Joe Luft and Harry Ingham. This is why they
named the model Johari!
The purpose of this model is to help explain the dynamics of effective interpersonal
relationships. Help participants understand this model by stepping through each part of
the model with them as follows:
• Describe it as a window with four panes.
• Explain that the two vertical columns are labeled “I know” and “I don’t know.”
• Explain that the two horizontal rows are labeled “Others know” and “Others don’t
know.”
• Move to the first pane: Public Self – this pane describes what I know about myself and
what others know as well.
• Move to the second pane below Public Self – the Private Self; this arena reflects those
things I know about myself but that others don’t know.
• Move to the upper right-hand pane, the Blind Spot – this pane reflects those things
others know about me but that I do not know.
• Move to the lower right-hand pane, the Unknown – explain that this is a place in all of
us where we don’t know parts of ourselves and others don’t know things about that
either.
• Explain that this model’s dynamics are made possible by the interaction of two very
important things: the seeking of feedback (this is depicted by the left to right hand
arrow in the model) and the disclosure of self (indicated by the vertical arrow to the
right of the model). We open our “public self” window when we engage in self-disclosure
and the acceptance of feedback.
• The idea is not to open the public self entirely but to open it enough so that others
can understand and know better where you are “coming from” and how best to
work and communicate with you. The model also points out the importance of selfawareness through feedback and the impact of this self-awareness on interpersonal
communication.
Make certain that people understand the model and ask if there are questions about it.
A very good strategy to use to clarify the dynamics of the model is to use yourself as an
example. For instance you can ask the group what they know about you – this will reveal
your “public self.” You can then tell them there are things about you that they do not know
(the “private self”) and actually tell them one thing, for instance that you are the kind of
person who likes people to be on time. Point out that when you do this they now know more
about you and the horizontal bar in the model is lowered somewhat allowing the “public
self” to open up. This allows them to work in a more effective way with you. Then point out
that there may be some things that they have noticed about you that you do not know about
yourself and that if they were to tell you something you don’t already know about yourself
that this would open up your “public self” by biting into the “blind spot” and giving you
information you didn’t have before. This occurs through the process of feedback.
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When you draw a dotted horizontal line about four inches below the original horizontal
line and then another dotted vertical line a few inches to the right of the original one you
are, in effect, opening up the “public self” and this is a very important aspect of effective
interpersonal communication. Additionally you should point out that when you open up
the “public self” pane you automatically dip into the “unknown” pane – this is the reason
for the occasional “ah-ha” moments we have when we suddenly learn something new about
ourselves.
Participant Exercise: First silently (5-7 mins) and then paired with another person (15 mins),
consider things you could share with those you work with in order for them to understand
you better. Then discuss strategies for getting feedback from others.
Debrief this exercise by asking people to offer their personal insights.
Explain that you will now be moving into looking at a new model that relates to how humans
of all cultures are able to think and make leaps of meaning because of the human ability to
infer meaning given situations or other stimuli.
Present Model III: The Ladder of Inference
Source: Senge, Peter et al. (1994) The Fifth Discipline Fieldbook. New York: Doubleday Currency.
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Lecturette
This model was created by Harvard professor of communication, education, and
organizational behavior, Dr. Chris Argyris. It describes the natural process by which human
beings move from input (cognitive, visual, auditory, etc.) to beliefs and action. This powerful
model helps participants see how easily they jump to conclusions and make assumptions
and how these feed into their behaviors.
The connection between the Ladder of Inference and the Johari Window is that we are
unable to open up our Blind Spot and to learn from others if we cannot actively slow down
our race up our personal ladder of inference.
Key points:
1. Inferential thinking – that is, being able to infer something from a set of indicators
– appears to be a skill unique to the human race.
2. Inferential thinking is important to our being able to function in our everyday lives.
3. In spite of the usefulness of inferential thinking it has a downside when people are
trying to communicate with one another. Often people are at the tops of their ladders
assuming that others are right there with them when, in fact, others are on completely
different ladders making assumptions, drawing conclusions, and speaking and behaving
out of the beliefs that these create.
4. Learning to introspectively think about what is causing you to say or do something is
helpful in interpersonal communication And seeking out the thought patterns of others
is equally important in creating an effective communication.
5. To explain this model begin by suggesting that participants imagine that there are 360
degree microphones and video cameras in the room collecting all the available data
about what is going on in the room. No one can assimilate all that input. So our minds
“select” the data we are going to pay attention to. Point to the bottom of the ladder
where it says “I select information.” Then describe that the way this model works is by
reading it up from the bottom. On the second rung of the ladder, we add meanings to
the data we selected. These meanings can be informed by our backgrounds and cultures.
From that point we make assumptions based on the data we are selectively observing.
After that we draw conclusions which then lead to adopting beliefs and from there we
act or speak.
6. One of the most important aspects of the Ladder of Inference is that the cognitive
process of inferring happens extremely quickly. We “race up the ladder” when we infer
meanings. This happens in split seconds.
7. At this point you should ask the participant group what parts of the Ladder are visible
to everyone in the room. Most participant groups figure this out quickly. The only visible
to all parts of the Ladder are the bottom “Available Data” and the top “I act or speak.”
What this means is that all the other cognitive steps we take are invisible to others
making it difficult for others to understand how we arrived at the conclusions that we
have.
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Example for Ladder of Inference: I typically use a story that displays how people can end
up being at the tops of their ladders and not realizing that they have sped up them and are
not even on the same ladder. A story I frequently use is this:
Examples and stories are very good teaching tools. You should
collect as many of these as possible so that you can use them at
appropriate moments in your workshops.
A search committee has been named to help in the hiring of a new public services librarian at
an academic library. There is one application and cover letter in the pool that is completely
on target and that everyone is very excited about. Other candidates are interviewed as well
but this one candidate is the one the search committee is really looking forward to. The
candidate comes and does an excellent job in the interview answering the questions in
imaginative and knowledgeable ways. Afterward the search committee meets to discuss and
debrief the candidates. During this meeting one of the committee members, Jane, suddenly
expresses misgivings about the favorite candidate by saying “I don’t think that he is really
service-oriented enough for what we need.” Other committee members seem puzzled at
first but then Jane says “Did you notice that he never once looked any of us in the eye when
we were asking him questions? I just don’t think he can be public service oriented if he is
so shy.” Please note that Jane has run up her ladder and has made assumptions and drawn
conclusions based on the data she selected (the candidate’s down-turned eyes). Fortunately
someone else, Dan, says “well I don’t think he is shy; he is Chinese and in his culture when
someone in a greater position of power over him addresses him he keeps his eyes downcast
as a gesture of respect. I think he is very service-oriented and I would like to recommend
that we appoint him!”
This story points out how the meanings we attach to the data we observe can often be based
on our own cultural background. Jane ended up at the top of a different ladder than Dan
did. And the same could probably be said about all the members of the committee.
Ask people if they have ever been in situations where they feel the person across the table
from them is crazy. Point out that it is very likely that this reaction could be due to the fact
that the two individuals are at the tops of two different ladders of inference and therefore
have completely different takes on the same situation.
Summarize the segment by connecting the concepts of inference to the concepts of selfdisclosure and feedback. Knowing more about the thinking processes of others and about
where they are coming from can help us communicate more effectively and satisfactorily.
Workshop Closure
Sometimes it is nice to have a short discussion at the end to help participants “connect the
dots” of your lesson. You can return to the original objectives and ask your participants if
they feel they have learned what you had set out to help them learn. A short discussion can
help them feel like the workshop has returned full circle to the beginning.
End the workshop by reiterating the critical nature of communication skills in the practice
of leadership. Thank the participants for their participation and eagerness to learn and
wish them well as excellent leaders of libraries across the world.
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Lee, Robert J. and Sara N. King. Discovering the Leader in You. San Francisco, CA: JosseyBass (2000) and The Center for Creative Leadership.
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“What Was Left To Do? Cry? No.
Create. Create Libraries: ”
Transforming Communities Through
Leadership and Library Service
“Leadership must be
emotionally intelligent
and creative, in the
context of creating a
democracy - one that
insists on continuing
dialogue in order that
libraries are planned
with the people that
they serve.”
Clara Budnik S.
Executive Director, Directora Ejecutiva/Foundation for
Democracy and Development
Adapted by Sandra Ríos Balderrama
“Only with an impassioned patience, we will conquer
that glorious city that will give light, justice, and dignity
to all men.” (Rimbaud)
Introduction
I am happy to be part of this publication. First of all,
thank you. Thank you very much for the chance of
sharing my thoughts on leadership and its relationship
to public libraries, and to share these thoughts from
my perspective, from my own angle, from the angle of
knowledge, the heart, and the practice given by experience
– experience grounded in the many places called libraries
and from the people that they serve. My thoughts emerge
from the theories of many authors but also from the life
experience of working and living in Chile and of having
worked with different persons from different countries
in Latin America.
In the story of public libraries in Chile you will find that
the role of the people in this country, a country that is
very long and narrow, that runs very north and south,
a country made up of many diverse people, is of prime
importance. Leadership must be emotionally intelligent
and creative, in the context of creating a democracy
- one that insists on continuing dialogue in order that
libraries are planned with the people that they serve.
To accomplish this co-planning, leaders must be able
to inhabit the realities of the people, with respect and
sensitivity. Our history makes us cognizant of coercion
and imposition. Chile, as have many other countries, has
had its history of horror – specifically I am referring to a
history of dictatorship, disappearance, and censorship,
under Augusto Pinochet, during the years of 1973 – 1990
when books and dreams were burned. Yet, a dream
cannot truly be changed by an intruder, a life cannot
just be simply halted, and a book – the writer’s words,
meaning, and voice - cannot be forbidden. After a long
time, no - it was not over night, people began to wake up,
in order to say no to dictatorship and to put their lives at
risk for democracy.
Budnik S.
Thinking Outside the Borders 67
What Was Left To Do?
It is not my intent here to review the history of Chile but to point out, even briefly, the
significance and impact of the context, the situation, from which public libraries had to
be created in our country. People’s determination, as part of their leadership capabilities,
played a big role in bringing us where we are today and this must be acknowledged.
When our first democratic president, Patricio Aylwin, was elected, we found ourselves at a
crossroads. We looked at the destruction, devastation, and the remnants that dictatorship
and censorship had left behind. What was left to do? Cry? No. Create. Create libraries!
It is my hope that readers of this article recognize themselves in our struggle and determination.
I am happy to share our story as other countries have shared, with us, the stories of their
efforts to create accessible public libraries. The Thinking Outside of the Borders program
as well as IFLA (International Federation of Library Associations) and other international
organizations, bring us together so that we may re-arrange one another’s models of services
and adapt them to our own specific needs. Just the simple exchange of strategies from one
country to another, generates new ideas, thoughts, and creativity, resulting in a collective
effort to apply unique and suitable models worldwide. As we in Chile build “libraries without
walls,” our profession must continue to exchange without walls and without borders, in order
to emphasize the library worker’s role and responsibility as both a global and transformative
leader, one that works with the people we serve, all along the way.
Public libraries in Chile have very unequal conditions due to economic, social, and
geographic reasons. Regardless of these conditions, vigorous examples of leadership have
appeared everywhere, many times stemming from an important precariousness of both the
environment and the people’s training. These leaders, however, have had the intelligence
to read their realities, inhabit these realities, and then transform them! How does a leader
transform his or her community through library service? By sharing our thoughts on
leadership and then describing our own efforts to create public libraries throughout Chile,
I hope to answer this question.
Leadership Proficient in the Art of Guiding
Words to Define Leadership
Creation
Inspiration
Planning
Motivation
Attraction
Catalyst
Involvement Guidance
Pleasure
Participation
Enthusiasm
Guidance involves inspiration, motivation and encouragement
to not allow limitations to determine an outcome or one’s
future. Guidance is not coercion. It inspires determination
and catalyzes planning. Leadership refers to the art of
guiding men and women toward the future. The leaders are
the individuals or the groups that are proficient in the art of
“guiding,” or taking people somewhere, in this case, into the
future, a future determined not only “for” that community
but “by” that community.
Librarians, library administrators, and library workers are in charge of public libraries in
each region, city, or village of Chile and are thus, the main actors in the transformation
of their own communities. Although the public libraries in Chile still experience many
limitations such as poverty, social inequity, reduced budgets, and low salaries, they do not
allow these limitations to determine the outcome of what public library service is or could
be. Public library workers, as leaders, must be capable of noticing emotions and moods
related to the hardships and barriers described and experienced by the members in their
community. Their role as community leaders, then, is to inspire, motivate, and encourage
the community in order to catalyze a conviction to begin the journey on a better road toward
Budnik S.
Thinking Outside the Borders 68
What Was Left To Do?
a better future. “A better future” may mean a new outlook, a new world, a new perspective,
possibilities, and potential – i.e. options that enable people to live with better alternatives
and choices as they create their lives.
How might a library leader attract interest and involvement by the community through
inspiration? Emotional intelligence is a critical factor. The community is not a product or
an outcome or a profit. Emotionally intelligent leaders can describe and produce emotions
as they lead human beings – who are made of language, action and emotion – to their own
future. A key feature, then, of an emotionally intelligent leader, is the ability to genuinely
connect with the pain and frustration of the community as if they are “feeling” the needs of
the library service area by being connected to not only the library structures, the collections,
the staff, or the procedures and protocols but especially to the people of the community
– their events, their lives, their issues, their joys, their worries and their needs. Library
workers, then, must be engaged with the community that they work in. They must participate
with the community in understanding library services, library service potential, and library
service visions. Once engaged with the community then issues are better understood and
potential, possibilities, and envisioning may be generated together. In this way the library
leader is not a distant outsider but involved with the community.
When we began to embark upon the creation of a “Participative Management System” in Chile,
sociologists, psychologists, and librarians worked together and taught library workers how
they could become engaged with the community e.g. learning their history, their interests,
Participative Management – A Closer Look
The aim of Mechanisms of the Participative Management is that the public libraries
in agreement with The Directorate of Libraries, Archives, and Museums (DIBAM)
– establish a dynamic, permanent, and fluid relationship with their respective
communities. Each library constitutes a space for reading and cultural development,
where men, women, boys and girls, find a place where their different information
and cultural needs are welcome.
their needs, and concerns, and how they could inspire them not only to use libraries but to
design libraries and advocate for them. The library workers of Chile learned to plan together
with the community by asking them what they wanted. This took enthusiasm and effort,
because there are a lot of differences between people in different regions of the country.
Still, the participatory management system was critical toward establishing a genuine trust
with and respect for the community.
The creation of a library system and network involved agreements with municipalities,
establishments of the first book purchase budgets, implementation of the first qualification
courses, integration of jails and hospitals, obligatory open shelves, creation of the
“Participative Management System” and the Bibliometro.
Public Libraries in Chile
Bibliometro (Library Net)–A Closer Look
These are lending points in subways for books in 12 Metro stations in Santiago.
In the last decade they have loaned 600,000 books to the regular users of the
subways. In this way, persons of all ages have been introduced to the pleasure of
reading.
During the last two decades, public libraries in Chile have been experiencing a process
Budnik S.
Thinking Outside the Borders 69
What Was Left To Do?
of change and transformation, generating more services, developing innovative projects,
increasing the access to cultural goods for an ever increasing number of people in our
country, providing information, culture, permanent education and recreation.
This development, acknowledged worldwide, is based upon an important number of leaders
who are at the forefront of the libraries, overcoming adverse conditions and obtaining
achievements, by working together with their communities. This has allowed for the
development of a very good number of public library initiatives.
Many of these initiatives began as a vision and in the process of making them realities, it was
soon discovered that in each corner of the country there is room for dialogue. “Libraries”,
as we saw them, were not only buildings or rooms but places and spaces for dialogue,
the dialogue that is required for democracy. Many “libraries without walls” were created
to accommodate this philosophy. We found that spaces could be created for gathering,
meeting, and encountering new
The First Public Library Programs (1993)
discoveries, for everybody.
Children’s Corners
Child & Youth Literature Selection Committee:
Librografia
Traveling boxes
First Bibliobus (mobile library) - serving the rural sector
Up through the year 2000, other
exciting initiatives were created.
Some of these ideas were taken
to Spain, Peru, Brazil, Bolivia and
Uruguay. Some were borrowed
from Peru and other countries
The Public Libraries Network in Chile–2008:
such as the Book Postmen,
• 435 Public Libraries
Biblio-Boats, Book Carts, Book
• 378 Libraries with BiblioRedes service
Messengers, The Yellow Library
• 16 Prison Libraries
Bikes–Biblio-Bikes, Community
• 9 Hospital Libraries
Libraries,
SIC–Community
• 60 Mobile Services
Information
Services,
Diba• More than 100 different lending points
Mobiles, Cultural Buses, and
the Kiosks in Valparaiso. In the
present day, we now have our New Century Initiatives such as the Open Air Market Lending
Point/ “El Casero de Los Libros.” This project involves the creation of book lending points
at Open Air Markets. That is, between lettuces, potatoes and tomatoes, near the onions,
baskets with books appear, which the neighbors will be able to borrow as members of this
new service.
We are proud of each and every initiative however, BibloRedes was very profound in the sense
that we were able to train many people that were poor or that had no computers at home
or that lived or worked
BiblioRedes: New Century Initiative
in isolated areas of Chile.
The BiblioRedes Project was developed with the support of
There is a great diversity in
the Bill & Melinda Gates Foundation and the Chilean GovernChile that includes many
ment. It aimed to provide computers and Internet connecregional sub-cultures and
tions to public libraries as a way to overcome the digital gap
co-cultures in the urban
in our country. It included three phases:
and rural areas. What was
most exciting was that
Phase 1: Training
once people were trained
Phase 2: Creation of Local Content
they began to create their
Phase 3: Creation of Digital Services
own content, in their own
Budnik S.
Thinking Outside the Borders 70
What Was Left To Do?
voice, on the Web. Villages or islands that were not present or visible on the Web now would
have a Web site designed by their own people. This outcome was in line with the philosophy
of participatory management and leadership that requires guidance, involvement, creation,
and effort.
The Model Public Library:
We are now looking at the creation of a model library with services that embody and
deliver on the following defined values: identity, recreation, culture, community, education,
knowledge, encounters, information, access and new technologies.
Our main objective is the delivery of information servies, the preservation and dissemination
of culture, personal development and self-training. We pledged for equity of access to
information, extension activities, training and for the welcoming and integration of people
through library services especially designed for the community and with the community.
We have since built the Santiago Public Library which is 20,000 square meters and by the
time this publication reaches you, three more will be built. We built this library as a model
for the creation of many more libraries in each corner of the country: a model of service,
of philosophy, of what a library must be- a model of dreams. The services provided were
determined by 121 focus groups in the community.
The form and structure of the Santiago Public Library is based on the principle that the
human being is the main focus, and therefore, we are interested in having the best books,
the best technologies, the best librarians, the best furniture and the prettiest building - but
in that order, not backward.
In line with the philosophy that the human being, the person, and the community are the
priorities of service, we created the following protocols and operating principles and would
like to apply them beyond the Santiago Public Library, to all of our libraries:
Signage
• Prohibitions are not necessary.
Book display
• Books are not arranged by DDC or LC.
• We want to look like a bookstore and thus, have front facing books.
• Any format is accepted.
Access
• Every social group is accepted, except for intolerant ones.
• Every expression is accepted.
• Every ethnic group and nationality are accepted.
• We favor the most deprived groups and the most welcome are the “marginals” – people
who live on the margins of our society.
Budnik S.
Thinking Outside the Borders 71
What Was Left To Do?
• Being cost-free is fundamental for access.
• There will be a rental fee for any non-library related activity.
• Participation of the community in the decision-making process is a key issue.
Services
• We accept ideas and projects, with the condition that they are innovative.
• When decisions are made, the people whom are served by the library are considered a
priority in the decision-making process.
• A story, a poem, or any text is read daily in the library.
• Everything is possible in the library!
Within these operating principles you will see that people are our primary focus. Our libraries
must involve them and be accessible to all people. We are on our way to establishing a
“culture of literacy” in libraries; however, we understand clearly that there are still potentials
and possibilities that do not stop with reading. We see the public library as the mediator
between the accumulated culture and its community. In the global world, the library speaks
about us and to us. The library is a place of our own. It is the new civic center. It is the new
plaza (public square) – so important to Latin American culture. It is the heart.
Leadership
How did we make the journey of transformation this far? With a people-centered leadership
style. Here are some of my concluding concepts and ideas on leadership. As you read them,
think about the librarians, library workers, sociologists, psychologists, everyday people,
villagers, and islanders that worked together to bring public libraries in Chile this far.
A leader:
• is a very good planner, one who has clear objectives.
• is the one who can permanently struggle with success and failure without allowing
either to blind him or her.
• is the one who is practical, the one who takes the best of something and reorganizes and
re-shapes it.
• is the one who dares and is courageous.
• is the one who is fascinated with what she or he is doing.
• is the one who knows him/herself, who knows his/her own virtues and limitations, the
one who fights with his/her own needs and passions.
• is the one who is in touch with others; has great ideas, and makes the best decisions, and
communicates them properly.
• is not the one who knows everything, but is the one who knows how to listen to the ones
that know best about certain issues and to those that live the experiences, in order to get
the best transmission of their knowledge and needs.
Budnik S.
Thinking Outside the Borders 72
What Was Left To Do?
• is the one able to break paradigms, to create libraries in a different form or from a
different perspective than the one everybody typically thinks of.
• is the one who is able to move a whole community together with his/her team.
• is the one who designs library service with the community as the engine of the library.
• is the one who is creative!
Conclusion
Did I say that transformation was easy? No. There were and are still many challenges but
when we make a decision to create with determination and with the community, it becomes
possible. When the people of my country decided not to cry, but to create, it became possible.
What this meant was that we had to honor history but break with it in order to think
outside our mental borders, psychological borders, cultural borders, and even traditional
leadership borders in order to accomplish the vision and models of public libraries in Chile
today. Below are a few “consejos” to help you think outside the borders, as a library leader,
that will guide the community with their needs and dreams in mind:
Consejos - Pieces of Advice
• Look for more than one alternative, look for many alternatives!
• Look at problems as opportunities!
• Take risks!
• Have courage and dare to be different!
• Question rules and presumptions!
• Be persistent. Never give up!
• Be an explorer!
• Invent your own principles!
Finally, I leave you with a favorite inspirational quote. My best wishes go to all readers of
this publication in your efforts to transform traumatic censorship into a collective and
celebratory voice, to transform limitations into possibilities, and to transform debilitating
ghosts into creativity! Create. Create libraries!
Budnik S.
- “Take good care of the earth. It does not belong to us. It belongs to our children. We must give it to them in better condition that when we received it. And with it, we must deliver the words that name everything that exists in the universe. And with the words, the value of life.” African saying
Thinking Outside the Borders 73
What Was Left To Do?
Library Advocacy in a World
Community
Carol A. Brey-Casiano
Director of Libraries, El Paso Public Library
“…we all struggle to
Introduction
gain sufficient support
As I have traveled around the world giving training
sessions to librarians and library stakeholders about
the importance of library advocacy, I have been struck
by one commonality: we all struggle to gain sufficient
support for our libraries. Whether one is located in
Madrid, Spain; Córdoba, Argentina; Athens, Greece; or
my hometown of El Paso, Texas USA, there never seem
to be enough resources to fully promote library services
and literacy to our communities. The American Library
Association (ALA) and the International Federation of
Library Associations (IFLA) have partnered to create the
Campaign for the World’s Libraries, a valuable tool for
anyone attempting to generate more support for her
local library.
for our libraries.
Whether one is located
in Madrid, Spain;
Córdoba, Argentina;
Athens, Greece; or
my hometown of El
Paso, Texas USA, there
never seem to be
enough resources to
fully promote library
During these library advocacy training sessions, I
generally cover three major topics:
services and literacy
1.The state of global advocacy for libraries
to our communities.”
2.How the Campaign for the World’s Libraries can be an
effective tool for global advocacy, and
3.An Introduction to advocacy planning, using the
Library Advocate’s Handbook.
When thinking about library advocacy, it’s important
to know what you want to accomplish through your
advocacy campaign. Do you want to gain support for
a new library facility? Pass a tax referendum? Increase
your library’s overall budget? In order to think through
what you want to accomplish effectively, it sometimes
helps to dream a little, envision what your library will
look like when you have accomplished your goal.
So, let’s imagine what the library of the future might
look like, based on an account from the book “A Library
for All Times,” and published by the Swedish National
Council for Cultural Affairs.
“It is night time in Malmö, Sweden in the year 2010. Even
Brey-Casiano
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Library Advocacy
in a World Community
though it is after midnight, lights shine through the windows of the big library. For the past
few years it has stayed open round-the-clock. Plenty of people are here. Self-service is now
fully integrated, but there are staff in every section of the building to help with questions,
advice and consultations. Why do people come to the library in the middle of the night? Set
work schedules have not only changed, they have disappeared. More and more people are
working from home. The number who study has multiplied many times over.”
“To get access to reading space, advisory services, equipment and collections, people have
to be prepared to come at odd hours of the day. But still they all study, to improve their
qualifications and learn new things…Work and study! The library is needed more than
ever.”
The book goes on to state that John Naisbitt was right in his book Megatrends (1982) when
he coined the term “high tech, high touch.” This means that the more high technology
distances us, the more important human and social contacts become—such as those one
can make at the library.
So let’s ask ourselves: does the Library in Malmo present an accurate picture of libraries in
three, ten, even twenty years from now? What are some future library trends that we might
envision?
As a Past-President of ALA, it is exciting to talk about the future of libraries from the
perspective of our Association. I have identified four areas that I feel encompass the most
important trends that are now emerging:
• New Technological Developments
• Library & Community trends
• Lifelong Learning Opportunities
• Enhanced Sustainability
The Library and Community
For the purposes of this session, our definition of “community” is more than the city or
campus your library serves. A community is a group with common interests, one that shares
items or ideas in common—and one that could transcend the physical boundaries of your
own city, campus, or school. Now let’s talk about trends in our libraries and the communities
we serve.
The study Falling Through the Net revealed some other interesting facts about how our
communities are changing, and the impact that changing demographics can have on computer
and Internet use in libraries. For example, the study showed that Asian Americans and
Pacific Islanders have the highest level of home Internet access at 56.8%. African Americans
and Latinos have the lowest level at 23.5% and 23.6%, respectively. Unemployed and certain
minority groups (African-Americans, Asian Americans, Pacific Islanders) are more likely to
use public libraries for Internet access. In El Paso, which is 80% Hispanic, we have certainly
observed wide usage by Latinos as well.
And, it should be noted that the Latino or Hispanic population is now the fastest growing
minority in the United States. In El Paso, which has a population that is 80% Hispanic, this
Brey-Casiano
Thinking Outside the Borders 75
Library Advocacy
in a World Community
translates into nearly 500,000 Internet users a year! Think about your own community, and
the changes you have seen there in recent years—changes in demographics, the economy,
size and other changes that could affect your ability to provide library service.
At the same time that our communities are experiencing changing demographics, we are also
experiencing some major cultural and societal changes, many of which occurred after 9/11.
Some might say we are facing the very erosion of democracy, with the debate over the USA
Patriot Act and continued challenges to intellectual freedom. ALA members have challenged
the Patriot Act on many levels, and have supported members of Congress in their attempts
to pass new legislation that will restore our nation’s right to privacy in the library.
To make matters worse, library closures that first occurred in Salinas, California and Bedford,
Texas rocked the library world as unthinkable. I am pleased to say that both libraries
were able to raise enough funds to remain open, but these situations made us realize how
important it is to advocate for libraries even when times are good.
So how can libraries respond to the changes in our communities? Some trends we are seeing
from a national perspective:
• The Library as a Community Center–I believe there is still much truth to the term “high
tech, high touch.” We are seeing that the more high technology distances us, the more
important human and social contacts become—and the more people seek these at their
local library. People come to the library to hear an author speak, view an art exhibit, watch
a movie, listen to a story, or have their picture taken with Clifford, the Big Red Dog!
• The Library as a Cultural Institution–“A Library For All Times” refers to the Library as
“the showroom of the knowledge society, where everything is available for demonstration,
and whose products, media of grand scope, more and more take on a virtual form. So that
users will not drown in this information colossus, the library plays an active editorial role
and devises and presents search menus and materials around themes, in exhibits and its
own multimedia productions.”
• Sophisticated market research–We are learning more about our communities than ever
before, through surveys, focus groups, and “smart” web sites.
• Renewed outreach programs–Even in this era of library budget cuts, outreach is not
dead! We simply need to be creative, foster effective partnerships with outside agencies,
and not try to do everything ourselves.
Probably the most important point to note is the growth of grassroots library advocacy around
the world! During my ALA Presidency, we worked tirelessly to create a worldwide network
of advocates, helping librarians around the world to
share ideas, resources and more. The Campaign for the
World’s Libraries made it possible to create a global
advocacy effort that began in 2001 as a collaboration
between ALA and IFLA.
Global Advocacy Takes Root
In 2002, I gave one of the first international trainings for
the Campaign for the World’s Libraries as part of “Las
Jornadas,” the Annual Conference held by AMBAC, the
Brey-Casiano
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Library Advocacy
in a World Community
Mexican Librarians’ Association, in Monterey, Mexico. In 2004, the President of AMBAC at
that time, Saul Armendariz, invited me to present a training for the library leaders library
associations throughout Mexico and Central America.
One of the best tools you have as a library advocate is this Campaign, which in the United
States is called The Campaign for America’s Libraries and has been in existence for 8 years
now. It is very easy to join.
The Campaign for America’s Libraries—Where It All Started
The ALA Campaign was created in response to research conducted by ALA that shows:
• Libraries are popular, but taken for granted.
• Libraries are ubiquitous, but not often visible.
• Libraries are unique, but facing new competition.
To date, 20,000 libraries have been involved in the Campaign for America’s Libraries in
all 50 states. New public awareness-building toolkits and materials have been created
specifically for 5 different types of libraries and librarians. Tens of millions of people have
heard the message about the value of libraries and librarians through partnerships and
media relations efforts.
The Campaign Objectives include:
• Increase awareness and support for libraries.
• Increase the visibility of libraries.
• Communicate why libraries are both unique and valuable.
• Update the image of libraries, librarians, and all library staff for the 21st century.
• Bring renewed energy to the promotion of libraries and librarians.
• Bring the library message to a more diverse audience.
This Campaign has goals that are internal to the profession as well:
• It is useful to all types of libraries.
• It provides a mechanism to share public relations, marketing and advocacy “best practices”
within the library community.
• It brings together all ALA promotions into one unified brand; @your library.
• It promotes a quick response to emerging issues such as library funding cuts.
• It promotes the contributions of library staff.
Brey-Casiano
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Library Advocacy
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Every campaign needs good, solid messages to move it forward. The ALA Campaign’s core
messages were developed through focus groups held prior to the Campaign launch in the
year 2000.
• Libraries are changing, dynamic places: Librarians are trained experts, on the forefront of
the information age. In a world that’s information rich, they are information smart and
help ensure a society where everyone is literate as well as “information literate.”
• Libraries are places of opportunity: Libraries are part of the American dream. They are
a place for education and self-help. And because they offer free and open access to all,
they bring opportunity to all.
• Libraries bring you the world: Libraries also help you make sense of the world. Where
else can you have access to nearly anything on the Web or in print as well as trained
professional service and assistance in finding it – and interpreting it?
Our priority audiences for this Campaign include the general public, those who use libraries
and those who we want to attract. Through this Campaign we can reach out to multicultural audiences, parents and children, seniors and teens. We can reach decision-makers
and those who influence them, as well as our allies and partners.
As the Campaign for America’s Libraries grew, it became clear there was a need to make
this Campaign global to support libraries everywhere. In 2001 ALA partnered with IFLA to
create the Campaign for the World’s Libraries.
The Campaign for the World’s Libraries is Born
Thirty-one countries are now participating in the Campaign for the World’s Libraries! ALA
staff and officers have visited many of these countries to assist with advocacy training. I
personally have provided training for Argentina, El Salvador, Greece, Guatemala, Mexico,
Nicaragua and Spain. A Campaign for the World’s Libraries toolkit has also been developed
that is now available on the IFLA Web site. And, the campaign trademark, @your library has
been translated into many different languages, as seen below:
ALA has a wide variety of tools that you can use for either campaign, available at their Web
site. There you will find campaign updates, and information about turnkey programs that
you can implement locally. You will also be able to download the @your library logo, as
well as promotional materials for National Library Week in the United States and National
Library Card Sign-Up Month in September.
To find more examples, specifically about the Campaign for the World’s Libraries, go to
IFLA’s Web site. There you will find a wide variety of examples showing how other countries
are implementing the Campaign.
The IFLA Web site also contains links to many of the
countries that are participating in the Campaign. For
example, Singapore has an “@ the library” newsletter
that appears on its Web site with stories about advocacy
supplied by its members.
Brey-Casiano
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Library Advocacy
in a World Community
Campaigns for Other Types of Libraries
There are now campaigns available for five types of libraries, each with its own toolkit and
other resources to assist with implementation.
The Academic and Research Library Campaign was launched in April 2003 by the Association
for College & Research Libraries (ACRL), a Division of ALA, to promote the value of academic
and research libraries and librarians. There is a toolkit, a Web site, and a discussion list to
assist in implementing this campaign. To find out more, visit the ALA Web site.
The School Library Campaign was launched in October of 2003 by the American Association
of School Libraries (AASL), another Division of ALA, to promote the value of school library
media specialists, programs and centers. It also features a toolkit, Web site, and discussion
list. To find out more, visit the ALA Web site.
In September 2004, the Public Library Association (PLA), a Division of ALA, launched the
Public Library Campaign, with the goal to make “the library card the most valued and used
card in every wallet.” Comedian George Lopez served as the spokesman for this Campaign
when it first launched, and there are many bi-lingual resources available in both English and
Spanish. To find out more, go to ALA’s Web site.
Then in November 2006 the Association for Library Services to Children (ALSC) launched
the Kids!@ your library Campaign, with a special song by Bill Harley composed especially
for the Campaign entitled “So Much To See, So Much To Do @ Your Library.” There is a new
logo for this Campaign, a toolkit and a tip sheet available at the ALA Web site.
ALA has also developed new tools and resources to help small rural libraries (with
populations under 10,000) conduct advocacy and outreach efforts in their communities.
For more information, go to the ALA Web site.
Some other new toolkits that will be coming soon include YALSA @ your library, a new
Campaign developed by ALA’S Young Adult Division. A toolkit for tribal libraries is also
planned, as is one on “Tips for Transforming Libraries and How Libraries Transform
Communities.”
Resources in Spanish/Recursos en español
ALA has developed some great advertisements and other resources for this Campaign that
are available both in English and Spanish, which can be used to promote libraries to Spanishspeaking library patrons around the world. They are colorful and slick, developed for use in
local, regional and national magazines and other publications.
The first advertisement reads, “The future is @ your library…so make sure your library has
a future.” It goes on to say, “libraries can’t help our children if they are closed.” To find
out how to support the fundraising efforts of your library, and how you can promote the
services of the library, contact your local library.
The second advertisement reads “Books. Magazines. Compact Discs. Videos. Databases.
Special collections. Research services. Libraries provide access to everyone—regardless of
your age, ethnicity, income level, language, or place of residence.”
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Library Advocacy
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The third advertisement reads “Imagine going to your library and not finding anyone there to
help you. Support higher compensation for librarians and library workers in our country.”
All three ads state that they provide “A message from the Campaign for America’s Libraries.”
However, these ads could easily be adapted to campaigns in other countries.
Funding for the Campaign
All funding for the Campaign for America’s Libraries is
provided by ALA’s partners, which in 2007 were: IFLA,
the National Baseball Hall of Fame, Dollar General, and
Woman’s Day magazine. These partners provide nearly
all of the financial support for the campaign as well
as special programs to help promote the campaign.
For example, the new program “Step Up to the Plate @
your library” was developed by ALA and the National
Baseball Hall of Fame to encourage young people to
write about their favorite baseball book. Last year the program was promoted by baseball
greats Ozzie Smith and Ryne Sandberg, with the grand prize being a trip to the Baseball
Hall of Fame.
Woman’s Day magazine has had a long-term partnership with ALA, and in 2007 ran an
essay contest entitled “How the Library Changed My Life.” Four women won the contest,
which drew 1,500 entries. Their very moving entries were published in the March 2007 issue
of Women’s Day. Also in 2007 Dollar General began its sponsorship of a grant program
entitled “The American Dream @ your library” which provided grants for selected libraries
to expand their literacy collections, programs and services for adult immigrants and English
language learners.
Examples of the @ your library trademark
There are many ways in which the @ your library trademark can be used to advocate for
your library, and some of them can be seen in the examples that follow…Enjoy!
• University of Hawaii at Manoa Honolulu, Hawaii Program that highlighted the rich
academic collections and services of the state’s only public university system while
raising awareness of all libraries in the state.
• Maryland Library Association/Maryland State Department of Education - Three-year
statewide @ your library campaign. Includes downloadable artwork and more.
• Florida Division of Library and Information Services - 450 public libraries. A Campaign
aimed at the Hispanic community, they recruited Florida Marlins’ Pitcher Vladimir Nunez
to do a PSA and a poster with “Adult literacy @ your library” translated into Spanish.
• “ASOCIACION MEXICANA DE BIBLIOTECARIOS, A.C. and ASOCIACION DE BIBLIOTECARIOS
GRADUADOS DE LA REPUBLICA ARGENTINA - Campaña para Las Bibliotecas del Mundo.”
• Peoria Public Library, Peoria, Illinois - New bookmobile; money raised by library’s Friends
group via local business sponsors.
Brey-Casiano
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Library Advocacy
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Conclusion
I find it so inspiring to work with library advocates around the world. The creativity,
enthusiasm, and dedication I have encountered give me new hope, every time, that we can
make a difference in our communities. From the librarians of El Salvador who started their
own national “en tu Biblioteca” campaign to the school librarians in Greece who translated
the entire Library Advocate’s Handbook into Greek, you have made it possible for more
people, worldwide, to take advantage of the lifelong learning opportunities available from
our libraries.
For those of you who would like to learn more about
being a library advocate in your community, I encourage
you to check out the latest edition of ALA’s Library
Advocate’s Handbook (in English!) on the ALA Web site.
In this guide you will find helpful tips on building your
advocacy network, developing your Advocacy Action
Plan, telling your library story, dealing with the media,
and working with legislators. An earlier edition is
also available in
Spanish, Manual
Para Promotores
de Bibliotecas.
Brey-Casiano
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This is a great basic guide for any advocate, which will help you plan for your next big
campaign--or just practice good advocacy techniques. If you have questions or comments,
please don’t hesitate to contact me at cbrey75@hotmail.com. I look forward to hearing
about all the advocacy work you are doing @your library!
Brey-Casiano
Thinking Outside the Borders 82
Library Advocacy
in a World Community
Konesans se Libéte - Knowledge
is Freedom
Burdens and Paradoxes of Literacy
in Haiti
Elizabeth Pierre-Louis
Library Program Coordinator, Fondation Connaissance
et Liberte, Open Society Institute, Haiti
“What is universal
in the experience of
adult literacy is that
Intro/Context
through knowledge we
Growing up in Haiti, I used to hear a public health
announcement: Konesans fanmi se lespwa timoun, Parents’
knowledge means hope for children. The ads talked
about hygiene, vaccination campaigns and best practices
to lower the alarming children’s mortality rate in my
country. Since fifty percent of the Haitian population is
under 18, it seems legitimate to think that the other half
of the population is made up of parents who should be
involved in bettering their children’s lives.
are helping individuals
reclaim their freedom
using tools that
enable them to evolve
independently.”
For eleven years I have
been working as a
librarian at FOKAL, an
acronym which stands
for
Foundation
for
Knowledge and Freedom.
Again this is the same
refrain in a larger scope.
What is universal in
the experience of adult
literacy is that through
knowledge we are helping
individuals reclaim their
freedom using tools
that enable them to
evolve
independently.
Acquiring skills to read
and write are much more
than scholarly activities,
today more than ever
they give access to the
world. Since 1997, it has
been exciting to watch
the rise of digital use
throughout the world. How amazing it is to surf the
world wide web, to consult an online catalog, to chat
with foreign colleagues, to organize seminars via email.
Fondation Connaissance et
Liberte Haiti - FOKAL
Created in 1995, the Fondation Connaissance et Liberte,
Foundation for Knowledge and
Freedom is a national institution that is part of the network
of Open Society Institutes created by Georges Soros in Eastern Europe, Southern Africa,
Latin America and Haiti. FOKAL’s mission is the promotion
of structures for a democratic
society, the use of education to
support autonomy and critical
thinking and the reinforcement
of organizational processes.
The Library Program works
with 35 Community libraries,
small structures managed by
community associations and
groups, and receiving no support from the state.
Pierre-Louis
Thinking Outside the Borders 83
Konesans se Libéte
Knowledge is Freedom
But at the same time the reality of Haiti and the lack of resources make our task a daunting
one, like a whirlpool quickly pulling us toward the bottom.
How to function in a capital city with four to six hours of electricity per day? Alternatives
are to use expensive solutions that many small libraries cannot afford. How to access the
internet when the phone network is constantly out of work? (Haiti missed the fiber optic
cables connection in the 70’s.) Once again, the solution is to use expensive and almost
experimental alternatives that overload very quickly and block the system chronically
from noon until 4 pm. And this concerns the capital city, where most of the country’s
infrastructure is concentrated.
Another important burden is the problem related to literacy issues in Haiti. There are two
very important aspects here to consider.
Haiti
• Haiti is located in the Caribbean, neighbor to
the Dominican Republic
• Political system: democracy with an elected
president
• Two official languages: French and Creole
• Very dense population: 8.2 million inhabitants
for about 27,000 square miles
• Very young population: 50% is under 18
• Population still very rural compared to other
Caribbean Islands: 60% in rural or semi-rural
areas
There are two terms in French to address
levels of literacy. “Analphabétisme”
concerns persons that were not
exposed to the school system and
have no knowledge of the written
word. This issue has been addressed
in most countries by universal access
to primary schools. In Haiti still about
40% of children aged 6 to 23 do not go
to school. Out of the 60% that do go
to school, only 15% have access to the
public system, the rest are left to attend
private institutions that are more
expensive and with less controlled
standards.
This brings me to the second aspect,
more widely spread throughout the
world, illiteracy. Here the issue is more complex since it concerns individuals that “fell
through the cracks,” who went to school but either never acquired well the basic skills or
progressively estranged themselves from the learning process. Here statistics are harder
to gather, since once a child is veered to school, he is considered as saved and enters the
statistics of the literates. The major problem is that the high demand for school is mainly
supplied by private initiative, more mercantile than service oriented. In these schools,
overcrowded classes and tired instructors have a delayed but equally devastating impact
on literacy. Certain students at high school level cannot comprehend a simple text or write a
coherent answer to simple questions. At the same time, their interest in learning is evident
and expressed.
Last but not least is the language issue. Haiti has two national languages, French and
Creole. While Creole is widely used by all the population, French is not totally mastered.
Official documents, advertising, textbooks remain mostly in French and very little written
production is done in Creole. Few schools really abide by the law to start reading and writing
in Creole at the primary level, often teachers themselves do not master French or do not
have the tools to teach in Creole. This dichotomy often accounts for the lack of confidence
of students and subsequently their poor performances.
Pierre-Louis
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Konesans se Libéte
Knowledge is Freedom
Well, what can be done for adult literacy in a Digital Age in Haiti?
The inventory of burdens serves to understand our context, but not to isolate or stop our
efforts. It just helps to understand where we are coming from and what we are striving to
achieve.
In the process of writing this article, I gave birth for the first time. While my son is not
concerned by the aspect of adult literacy - and hopefully he will not be – this overwhelming
and primal experience has made me think about the means of transmission of knowledge,
values and practices. What is important to leave behind as a legacy to the coming generations?
As librarians, how can we impact and change the dire aspects of literacy in our societies and
help transcend the digital divide?
All of these questions will not be answered in my article. But let us engage in a path of
discovery “outside borders” and my hope is that what is foreign seems more familiar, that
sharing a particular experience may trigger a general outlook and that an uncommon
practice will look coherent to all readers and generate a dialogue.
Module
1. The community libraries
Libraries in Haiti
• National Library and 18 municipal
libraries
• French Institute and 6 Alliances
Françaises
• 10 CLAC Centre de Lecture et
d’Animation Culturelle (Centers for
Reading and Cultural Activities)
• 35 Community Libraries supported
by FOKAL
• Academic Libraries
• Private School libraries
Since 1997, the Foundation has been working
with associations and groups interested in
promoting reading in their city neighborhoods
or villages. None of the staff were trained, the
collections were sparse and developing, the
buildings often ill-equipped. Nevertheless
the motivation for a wider access to books
and by extension knowledge was contagious.
Libraries were needed to support the failing
school system. While schools provided the
tools, libraries were the training place to
expand literacy skills. The experience started
slowly, by supporting three libraries, within
cultural centers, association headquarters
and community centers.
• Private research libraries
No library was created by the Foundation, it
was more important to support and expand
existing efforts. Yet, everything needed to be
thought of: training, collection building, furniture, and budget. With the help and guidance
of the Mortenson Center for International Librarian Programs – University of Illinois at
Urbana-Champaign, it became possible to structure the Foundation’s vision and prepare
strategies for the existing library program. It took several years to establish a training
program adapted to small community libraries, but through a trial and error process, we
are still learning from our mistakes and improving our practices.
a. Local history to foster visibility and literacy
One important emphasis for these libraries was to give them a solid ground within the
communities they were established. In 2000, for the 250th anniversary of the capital city
Pierre-Louis
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Konesans se Libéte
Knowledge is Freedom
of Haiti, Port-au-Prince, the idea came to create a Festival in each library in the city, 13
in total. This was not the first Festival. In 1998 three libraries celebrated renown 17th
Century French Fabulist Jean de La Fontaine and in 1999 the great writer, poet, thinker
Aimé Césaire. This time ten more libraries participated in by this local history Festival.
The title was “Port-au-Prince, our city our neighborhoods.” Each library received a
questionnaire, in order to start researching about the history and landmarks of their
neighborhood. It was important to focus on the history, of course, but also on the actual
inhabitants and how their actions were shaping the locality in which they were living.
Bios with pictures were presented and the whole community was invited to a week of
conferences, exhibits, workshops. The attraction was undeniable, and the outcome was
measurable on the renewal and new memberships. The local press took notice of this
event and the local community was able to use the library as a place of gathering as well
as living legacy. What was truly important was that even those who could not read were
able to recognize their neighbors and even themselves on the pictures and bring their
family to see their accomplishments. This event also helped structure and define future
programming within the libraries.
b. Library involvement in Literacy
These libraries, generally managed by youth groups supported by their communities,
are located in the capital, small country towns and in rural areas. In a country where the
majority of school-age children has no access to school or receive education without
books, the goal is not to preserve documents, or to create an impressive collection
of books, but rather to promote reading and research, provide access and thereby
spread the use of the written word. The mission of community libraries should be the
promotion of literacy and in fact many of them try to incorporate some aspects in their
daily activities. Nevertheless teaching basic literacy skills should be the prerogative of
skilled professionals not untrained library staff.
c. Using new technology, a slow process
What should the role of Libraries be?
There should be real involvement of
all libraries in Haiti in the literacy
process.
• To offer space
• To support tutors
Out of the 35 libraries, about 10 of them offer multimedia
services. Only 3 have internet access. At the end of the
90’s there was a great demand for the internet in Haiti,
mainly for international calls. The wide development of
cellular phones since 2000 created a lesser demand for
the internet. As a result the library computer labs are
less thriving but still offer space for surfing, text editing,
downloading and other practices.
At the same time, all libraries are still manual. It was
important for us to enforce the practices of library work
before offering online catalogs and databases. Since
there is so little infrastructure, this was a good approach
• To offer activities that touch a
for the past years. But the Monique Calixte library, main
large range of people
library of the system is now ready to go to another level,
• Introduce new technologies
circulation rates are up every month, which means that
envelopes and cards are piling each day at the circulation
desks. This is a great opportunity to refocus on the
collection, do important weeding and prepare for training the staff as well as the patrons to
cope with this new information literacy.
• To offer materials susceptible to
interest newly literate persons
Pierre-Louis
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Knowledge is Freedom
2. Training and literacy a. Training adults coping with literacy issues
One of our biggest challenges was training. The staff of the community libraries was
motivated but there is not a culture of library use in Haiti. There are very few municipal
libraries and few children are exposed to this public service. Though I grew up with
books within the private realm of my family, the first time I entered a public library in
Haiti I was seventeen and it is one of the lasting memories of my life. I kept thinking: “It
does exist!”
The library program had to deal with staff that is not used to books or reading. One
of the first initiatives was to create a training video at The Frederick Douglass Library
Branch of Champaign Public Library (Illinois). This small but complete library was ideal
to show different spaces and service without being overwhelmed by the size of a public
library. The training video was then shown at each training session, an entertaining way
of breaking the routine and stimulating discussion.
Another important training lesson was to use children books for adults. There are many
great books for children, the print is large and the style simple. To interest the trainees,
we had them simulate exercises with children and these methods were equally useful
for the staff as well as the patrons at a later time.
Finally we realized that competition within the training session was an excellent
incentive. Grades and exercises for adults are a great stimulant especially if the outcome
is practical and based on daily activities.
Reading for pleasure
“What research tells me
is that if children and less
literate adults start reading
for pleasure, however, good
things will happen. Their
reading comprehension will
improve, and they will find
difficult, academic-style
texts more comprehensible.
Their writing style
will improve (…) Their
vocabulary will improve at
a better rate than if they
took one well-advertised
vocabulary building
courses. Also, their spelling
and control of grammar
will improve.”
•Krashen, Stephen. 1993,The
Power of Reading, Insights from
the Research, Colorado, Libraries
Unlimited p. x.
Pierre-Louis
A colleague from the Bibliotheque Departementale de
Pret in Guadeloupe recently held a workshop about
literacy and library practices. She used very down to
earth methods such as using popular magazines to write
stories. While there are no specific classes for illiterate
patrons at the library, it is possible to think about new
activities that will include literacy development.
The use of thematic programming has had a great response
in the past. For six months in 2006, a literary genre was
showcased: mystery, adventure, poetry, great love stories
etc. Exhibits, discussion groups, conference, movies were
chosen in relation to the theme. The activities touched
every age group and were centered around the collection
even if reading wasn’t required to enjoy the activity. This
year, the program contains: “One month, one book.” One
person from the library chooses her favorite book to read
to the public. Before the reading, excerpts from the book
are displayed as well as information about the author
and other books. This familiarizes the public with the
upcoming activity.
Thinking Outside the Borders 87
Konesans se Libéte
Knowledge is Freedom
One very exciting prospect is coming to light, the possibility of opening a
library within a botanical garden project in the southwest of Port-au-Prince.
This botanical garden will be situated in an abandoned luxury hotel where the international
jet set used to party in the 70’s. The whole neighborhood was in the middle of political
unrest and gang violence for the last five years. Now the government and local associations
with FOKAL as lead agency, are working together in peace to create the first botanical
garden in Port-au-Prince. The garden-library will serve a community that has been completely
abandoned by city officials. Collection development as well as programming will have to be
designed in order to serve very special needs, to reconcile the demands of the community
and those of the project. Literacy will be the cornerstone of this library’s goals.
Conclusion
Through the experience of the small
community libraries we work with, it has been
possible to reflect on the impact of literacy
and the diffusion of knowledge. Even though
our primary target group in these libraries is
children, it appears that the 15-30 age group is
the most represented. Also new technologies
in communication have made contacts much
easier and at an international level it is possible
now to consult with librarians throughout the
world to share experiences. This international
informal information database has been very
helpful in orienting strategies and practices.
Many of the activities presented here were
gathered through library visits, professional
articles or informal discussions with
international colleagues. The most important
asset in “thinking outside borders” is that we
are not constantly reinventing the wheel, there are years of experience for us to acknowledge,
rethink, use and then share again. This constant process is the fuel of our literacy endeavors
and librarianship.
Tips for literacy development
within a library
- Have a core staff that really
shares your vision
- Invest in training
- Remember the pleasure of
reading and spread it around
- Develop the sense of public
service
- Have activities that you would
enjoy attending, but also that
your children or siblings
would enjoy
- Ask questions of other colleagues
- Adapt practices from other
libraries
The most important lesson to be learned about our experience is the pleasure of reading
and the will to develop public reading. Literacy will take years to settle in Haiti, but with
some efforts it is possible to offer an alternative, a breathing space that can be emulated at
a later time. A country that doesn’t invest in literacy cannot go forward. Likewise a society
that divides through the monopoly of knowledge opens the door to violence and unrest.
Libraries can be a haven of knowledge and freedom, outside borders.
Activities:
Icebreaker
This activity is very simple.
There should be a photograph that illustrates the text where the student is shown doing his
favorite activity or is with his family.
Pierre-Louis
Thinking Outside the Borders 88
Konesans se Libéte
Knowledge is Freedom
• Write a short text presenting yourself
• Think about one or two things that define you to the outside world
• No more than four lines
• Very simple wording
This exercise is inspired by the literacy work text Collaborations, English in our Lives by
Donna Moss, Cathy Shank and Linda Terrill, Heinle & Heinle Publishing, Boston.
It brings a sense of reality to the writing experience. The student is thinking about very
basic things that define him or herself.
Organizing a Local History Festival
This activity is very inclusive for all the community. It can be done once or regularly. It is
surprising how much information can be gathered very quickly and attracts other patrons
to the library.
• Prepare a questionnaire or guidelines for research about your community/
neighborhood
• Identify key living personalities
• Write short bios, take pictures, live recordings
• Organize a program related to your findings (an art exhibit if your locality has many
artists, etc.)
• Invite the whole community, contact the press
• Make follow-up programs throughout the year
A specific program at the Pyepoudre Cultural Center: Theater and Literacy
This activity is an example of how, sometimes, illiteracy can prevent people from telling
their own story to others and how it is important to rethink the whole process of learning
in order to share powerful experiences.
• Working with women victims of rape
• Library served as a place to receive the testimony
• Then these oral histories were written into a play
• The women had to be taught their lines orally since they could not read.
• The play was also filmed and subject of a documentary
Pierre-Louis
Thinking Outside the Borders 89
Konesans se Libéte
Knowledge is Freedom
Disasters Know No Borders:
The Crucial Nature of Disaster
Planning
“Recently, the
importance of
disaster preparation
for librarians and
cultural heritage
professionals has
been highlighted by
large-scale weatherrelated disasters such
as hurricanes and
tsunamis. Given the
wide-spread evidence
that climate change
may magnify such
events, preparation
becomes increasingly
critical to the survival
of our cultural
heritage.”
Julie A. Page
Co-Coordinator, California Preservation Program and
User Services, Western States & Territories Preservation
Assistance Service
Thomas F. R. Clareson
Director for New Initiatives, PALINET
Thomas H. Teper
Associate University Librarian for Collections, University
of Illinois at Urbana-Champaign
Introduction
Protection of cultural heritage collections from
damage, or even complete destruction by disasters is a
concept which is basic to cultural heritage stewardship
worldwide, crossing geographic, cultural, and political
borders.
In the fall of 2005 and 2006, preservation experts Julie
Page, Tom Clareson, and Tom Teper had the opportunity
to lead sessions on disaster planning for the Mortensen
Center’s “Thinking Outside the Borders” Leadership
Institute.
In addition to discussing key issues in disaster
preparedness, response, and recovery, Teper teamed
with Page in 2005 and Clareson in 2006 to emphasize the
importance of leadership during disasters. Frequently,
libraries with established disaster plans and policies to
guide their preservation programs are seen as leader
or mentor institutions by other organizations in their
cities, states, and countries.
Recently, the importance of disaster preparation for
librarians and cultural heritage professionals has been
highlighted by large-scale weather-related disasters
such as hurricanes and tsunamis. Given the wide-spread
evidence that climate change may magnify such events,
preparation becomes increasingly critical to the survival
of our cultural heritage. Developing written disaster
plans, practicing those plans, and being able to mitigate
disasters (taking steps to make the damage to people,
collections, and buildings less severe or intense) is a
way to help ensure the continuing operation of your
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Thinking Outside the Borders 90
Disasters Know No Borders
institution in the event of a disaster, even if there are staff changes or reorganizations
between the time the plan was initially created and when it is needed.
While there are a wide variety of sample disaster plans and other planning tools available
from organizations such as Heritage Preservation, the Northeast Document Conservation
Center, and the Council of State Archivists, a plan which is customized to your building,
collections, patrons, and staff is important to the continuing “health” of your institution.
However, having a disaster plan alone is not the complete answer. As the comprehensive
“Heritage Health Index” survey of preservation practices pointed out, many institutions
may have a disaster plan, but do not have personnel trained to carry out the plan. Regular
practice of the plan, continuing training to keep up with the latest advances in disaster
mitigation, and updating of the plan at least once a year will improve the chances of a
successful response to both the smaller-scale emergencies often typified by leaks, pest
infestations, and minor mold outbreaks and the larger community or regional disasters
that may be sudden or accompany severe weather events.
Developing and Exercising Your Disaster Plan
In the first moments of an emergency, personal safety is the most important priority. When
people and structures are determined to be secure, attention can turn to the overwhelming
job of putting the library back in order. Success will depend upon how well the institution
prepared. What does the response team do first? Who needs to be involved? How can
responders avoid damaging materials while rescuing them? Can an emergency be prevented
from happening in the first place?
The driving motivation behind disaster preparedness, including staff training, is that the
better prepared the library and the more efficient its response, the more likely the recovery
will be successful and the costs controlled. Times of emergency are a true test of leadership
skills. Strong communication channels and well developed relationships with the support
of a well-trained staff will get you through even the worst disaster. However, failing to have
these skills developed and in place ahead of the flood, fire, or earthquake will hobble your
response and can erode the position of a leader.
In addition to large scale natural disasters, library administration and staff should also be
prepared to respond to the danger to collections from roof leaks, broken pipes, mold and
pest infestations, fire, etc. Likewise, manmade threats from arson, terrorism, and electrical
or water accidents are very real dangers to our cultural heritage collections. These events
are international in nature and know no borders.
Emergency vs. Disaster
An emergency is an unanticipated or threatening event that requires immediate action. A
disaster is a large-scale calamity that requires immediate action, but it can also start with an
emergency that gets out of control. By preparing for emergencies thoroughly, institutions
will be able to prevent most from becoming disasters! Library emergencies have the
propensity for becoming disasters; therefore, the two words are often used interchangeably
to encompass the broad aspects of planning and preparedness.
Paper-based collections are highly susceptible to damage from water and resulting mold.
Especially when organic materials get wet, the clock starts ticking, and the deterioration
Page/Clareson/Teper
Thinking Outside the Borders 91
Disasters Know No Borders
and mold will start to take hold in 48-72 hours or possibly even more quickly. Therefore,
by focusing most of disaster preparedness, training, and supplies on water-related
emergencies in which a prompt and effective response has a major impact on the
survivability of the collections, preservation and conservation programs have been able
to prevent many significant cultural losses. Additionally, it is important for librarians and
archivists to understand that a high percentage of emergencies affecting libraries happen
when construction is going on, in or around the library building. This is a time to take extra
precautions against water incursion and to protect collections from becoming the victims
of accidental fires.
Health & Safety First!
A basic premise that guides all emergency response actions is that the health and safety
of people is being monitored – all personnel have been accounted for, injured are being
cared for, and workers are protected during response and recovery activities. This includes
library staff who may be involved in assessment of damage to collections or recovery of
materials. Consider the building/collections guilty until proven innocent! A building that
has been through a flood, fire or earthquake is not the same building it was before the
disaster. Structural damage, contaminated water, and the release of asbestos from building
materials are among the many very real threats following a disaster. It is important that
response managers provide protective safety equipment for workers, and that responders
never enter an unoccupied building alone. By implementing a buddy system and monitoring
where crews are working, many unnecessary injuries can be avoided.
Developing Your Disaster Plan
Where should disaster preparedness activities start? A successful disaster plan and staff
training program not only teaches people what to do, but also how to remain calm. When
people understand their roles and responsibility during an emergency, things fall into place
much faster. Emergency preparedness is not simply having a disaster plan or manual, but
rather it is a combination of written documents, training, raising awareness, conducting
drills, rewriting or clarifying based on those drills, and ongoing training. This preparation
process is conducted within the library, the larger institution, and within the community
or region.
Prevention
The efforts put toward preparedness should be as great as the resources allow, but they
should include efforts to:
•
Assign responsibility [see Appendix A: Responsibilities During a Disaster]
•
Coordinate with agencies and institutional personnel
•
Assess potential sources of emergencies and identify hazards
•
Assess prevention and protection needs
•
Evaluate collection assets and set priorities
Prioritizing collections will help responders to evaluate their protection needs as well as to
guide a disaster response requiring salvage and treatment of collections. By identifying an
Page/Clareson/Teper
Thinking Outside the Borders 92
Disasters Know No Borders
institution’s highest priority assets, responders will not lose valuable time and resources
saving low value items. [See Appendix B]
Preparation, Response, Recovery & Follow-through
The preparation process includes the actions taken for when or just in case disaster
strikes. It provides the framework for response. Response is the implementation of the
parts of the plan that are needed to meet the institution’s needs in the event of a disaster.
Recovery is what is done to get back to delivering materials and services. Follow-through
includes distribution of the plan and those parts of the process that are ongoing to assure
that disaster preparedness remains a priority for the library. These include staff training
activities and establishing collaborative relationships between the institution/city/county
and emergency managers and first responders (e.g., fire, police). Specific activities that may
be undertaken as part of the preparation process may include:
• Preparing a first response action list
• Compiling up-to-date telephone list of staff and volunteers
• Identifying emergency funds and insurance coverage
• Purchasing and distributing in-house supplies
• Identifying sources of supplies, services and experts
• Writing an adequately specific Disaster Plan
Compiling Your Disaster Plan
A Disaster Plan needs to be tailored to an individual institution’s facilities, staff, collections,
formats, and available resource base. It needs to be ‘adequately specific’ to meet the needs
of an institution – easy to use and update, as short and concise as possible, and adaptable
to meet the response needs for the disasters most likely to strike an institution. It should
include responding to both people emergencies (e.g., evacuation, bomb threat, fire) as well
as to collections emergencies (e.g., collection priorities, how to salvage different types of
materials). There are a number of good templates and online tools to help compile a plan.
[See Appendix C: Disaster Plan Resources] By taking a phased approach in compiling the
plan, setting realistic goals, and adopting a flexible timeline, the enormity of producing
an effective plan becomes less overwhelming. Putting together a team representing staff
from building facilities, systems, personnel, and collections ensures that key elements of
the preparation and response activity are represented. And, providing a mechanism for
keeping the plan up-to-date, especially those frequently changing elements such as names
and phone numbers, ensures the ability to contact key members of the response team as
well as their regular review of the material.
Exercising the Plan and Training Staff
The best written disaster plan and the most up-to-date phone list will be greatly compromised
when disaster strikes if an institution’s staff have not been trained on how to implement the
plan and what steps to take in the immediate aftermath. Emergency response plans need
‘exercise’ similar to fire or evacuation drills in which everyone practices leaving the building.
These drills teach personnel what to do, where to exit, and how to proceed in an orderly
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Disasters Know No Borders
manner. Drills, or ‘exercises’, of the disaster plan including response for collections damage,
are critical for testing procedures, looking for problems, and discussing solutions. These
exercises should teach success, not failure, and should build confidence, not apprehension,
among the staff.
Tabletop exercises engage the administration, staff, and volunteers in the disaster
preparedness process. The goal of exercising an institution’s plan and training staff is to
develop a cohesive team and maintain a current and up-to-date disaster preparedness plan.
A good leader recognizes that a well-trained staff is an investment of time and resources that
will greatly enhance the effectiveness of the library’s emergency preparedness. A disaster
plan can never be effective if it sits on the shelf and gathers dust! The plan is never really
done – it needs to be looked at regularly and used even for minor emergencies.
Exercising the plan and training staff will greatly improve readiness in responding to
disaster and provides essential insight to:
• Reveal planning weaknesses
• Identify resource gaps
• Improve coordination
• Clarify roles & responsibilities
• Improve individual performance & confidence
• Develop a cohesive emergency management team
• Provide input to revise & update plan
Two types of training that are especially effective for libraries are the Tabletop (Discussion)
Exercise and Functional (Hands-on) Exercise:
Tabletop Exercise (Discussion)
A tabletop exercise helps to identify gaps in a plan. During such an exercise, the emergency
management team is presented with a series of question-problems relating to a disaster.
A tabletop exercise provides an
Sample scenarios for Tabletop Exercises:
opportunity for members of the
emergency management team to discuss
• Library is the site of a protest by an angry
actions based on a described disaster
mob
situation and practice coordinated
problem
solving
for
emergency
• An earthquake hits while the library is holding
situations. Such an exercise permits
a public event
messages to be given to individual
players that might shape their actions,
• A basement storing collections is filling with
permits breaks in the action for the team
water and the electricity is still on
to discuss proper response activities,
and encourages ongoing discussion and
• A crazed person is shouting obscenities and
critique of the appropriateness of actions
begins splashing books with an unknown
taken. Most importantly, it provides
liquid
participants with an opportunity to
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Thinking Outside the Borders 94
Disasters Know No Borders
practice a coordinated response, provides input to revise and update the plan, and prepares
participants for both a functional exercise and a real event. [See Appendix D]
Functional Exercise (Hands-on)
A functional exercise tests institutional response to a disaster scenario and focuses on a
particular aspect of the plan, building area, or collection salvage. A fire drill is an example
of a functional exercise. Such an exercise involves the emergency management team and
relevant personnel; the group is presented with a hands-on training exercise relating to a
disaster. A functional exercise breaks the plan up into manageable training opportunities.
The intent of such an exercise is to train staff in prevention & safety, teach collection
salvage techniques for priority collections, develop an understanding of the plan and its
implementation at every level of the institution, and provide input to revise and update the
plan.
Keys to a Successful Exercise
Preparing and running a successful exercise depends upon eight key factors.
• Administrative support. Administrators must not only support the exercise, they must
participate in an administrative exercise as well as a broader exercise that includes staff
from throughout the institution.
• Good design. In addition to administrative support, the exercise requires good design
and facilitation. Public Safety Officers or Training Officers with the skills to facilitate
such exercises are often instrumental in their success.
• Good environment. The facilitator must focus on creating a positive learning environment
with clear objectives.
• Realistic scenario. The scenario should not overwhelm the participants. Each exercise
can be progressively more difficult, but the first exercise should be manageable.
• Preparation. An exercise should not be attempted until after a disaster plan has been
distributed, discussed, and revised to include staff feedback. Otherwise it will be too
frustrating and too many problems will be brought up.
• Clear instructions. Provide all participants with the scenario, prepare them by reminding
the participants how long the scenario will last, and outline the format prior to
beginning.
• Critique. Make sure everyone participates. Watch for non-participation and try to
determine why (is the person being thoughtful and taking their time before responding,
but the rest of the group is going too fast; someone is dominating the exercise and
others can’t get a word in; or a person is overwhelmed).
• Follow-up. Distribute an Action List after the exercise, with assignments and time frame
for completing. Make a list of what went well, such as, collection priorities were clear
and up-to-date and there was agreement on what to salvage first.
As you proceed through more advanced exercises, remember three things. First, they should
be realistic. Second, they should be challenging. Finally, they should last long enough for
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Thinking Outside the Borders 95
Disasters Know No Borders
the full response to be evaluated and carefully documented. The drill should be instructive
and educational, encouraging confidence in the staff and contributing to the sense of an
organized response.
The work really begins in the fine-tuning, revision, and maintenance of the plan. Through
observation, it will become apparent that many aspects of the exercise will require
improvement. Remember, an exercise should be planned to take a minimum of two hours
– one hour for the exercise and one hour for debriefing and discussion. Staff members
assigned to observe and evaluate the drill, a recorder charged with writing down everything
said or an audio-visual recording of the session will help in reviewing the exercise. In the
end, it is most important to remember that drills should teach success, not failure. They
should build confidence, not apprehension.
Emergency Event Debriefing
An event debriefing should always take place after a real emergency has been brought under
control. Such a debriefing can also be used as a training tool after a Tabletop or Functional
Exercise. Every event is an ‘unplanned exercise’, so emergency management teams should
not lose the opportunity to learn from each experience. The following objectives and
guidelines for a meeting of all participants following a real event can be helpful in making
the most of the disaster:
Objectives
• Gather complete and accurate information about the incident
• Objectively assess the emergency response and what aspects to look for areas of
improvement
• Recognize the incident stress by allowing participants to share their personal reactions
to the event
Information Gathering
• Describe the source or cause of the emergency
• Give the chronology of the event:
• Discovery
• Early response
• Organization
• Full response
• Aftermath measures
• Name all the people involved in each phase
• List the actions in each phase
• Describe the outcome of the event
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Thinking Outside the Borders 96
Disasters Know No Borders
• List the order of activities now required to bring the institution back to normal
operations
Assessment of Response
• Were all phases of the event handled in a timely manner?
• Were communications adequate throughout the event?
• Was the response well organized?
• Were staff resources adequate?
• Were emergency supplies adequate?
• Was there any confusion during any phase?
• What problems arose that were not adequately dealt with?
• How can the plan and response be refined to function better?
The Human Factor
• Was anyone injured?
• Did people get adequate rest and necessary refreshments?
• Does everyone understand exactly what happened?
• Was anyone frightened or angry?
• Does anyone feel guilty or anxious?
• Are family members supportive?
Based upon evidence gathered after a disaster, adjustments to an institution’s disaster plan
and future training activities can make a significant difference in the future. By keeping
an ‘Emergency Event History’ as part of an institution’s disaster plan, the emergency
management team will better evaluate risks and vulnerabilities. Remember, what has
happened before where the cause has not been mitigated, is more likely to happen again.
Leadership in the Face of Disaster
Short Group Exercises:
On adhesive slips, write down
two leadership actions you can
take to improve your library’s
emergency preparedness
Write down events that have
occurred in your library,
your immediate area, and
your region. Make sure your
disaster plan and staff training
addresses these events.
Page/Clareson/Teper
There are a multitude of decision-making and administrative
support issues when faced with a disaster. A good leader
recognizes that full administrative buy-in for disaster
preparedness activities are critical. Preparedness makes
good sense, as it:
•
Minimizes damage
•
Expedites response and recovery
•
Saves time, trouble and expense
Thinking Outside the Borders 97
Disasters Know No Borders
• Replaces chaos with thoughtful response and recovery
• Allows for prompt resumption of service
A leader must also watch out for ‘stumbling blocks’ that present themselves during response
and recovery operations. Recognizing these potential issues and talking about them ahead
of time in the administrative group is the first step to avoiding them:
• Poor management
• Poor communication and updates
• Poor stress management
• Lack of clarity in decision-making framework
• Lack of flexibility to the ever changing events
• Working in isolation, failing to use team approach
• Overly ambitious in what you think you can do
• Lack of inventories or priorities
• No practice using exercises and providing staff training
• Failing to harness the goodwill and funding opportunities the event provides
If there is a reluctance to prepare on the part of the staff and administration, focus on
what the library has already done to prepare (e.g., fire drills, emergency exit maps, family
preparedness). Point out how unacceptable the alternatives are – permanent losses, chaos
and accountability. You need to be able to get back into the ‘business’ of serving your
public.
Conclusion
The assessment of risks and development and practice of plans to protect an institution’s
treasures from disaster remain among the most important activities that can be undertaken
in any institution. The importance of protecting cultural resources from damage and loss
transcends borders, languages, and time. Many of the treasures held by libraries and other
cultural institutions have served students and scholars for decades – even centuries – and
their continued benefit to the academic and cultural spheres they serve is dependent upon
their effective stewardship by professionals dedicated to their protection. The opportunity
for institutions to build leadership activities around the protection of such cultural resources
serves the purposes of supporting team building activities, enhancing the leadership
capabilities of personnel, and sustaining the richness of our shared cultural heritage.
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Disasters Know No Borders
Before Disaster Strikes: Ten Things You Need to Know*
Overarching priorities: Human life & safety and Protection of library’s assets
1. Have a communication plan
2. Prepare a first response action list
3. Organize emergency contact information for all staff & volunteers
4. Prepare a disaster plan that covers people & collections 5. Train staff to respond to the most likely emergencies
6. Understand your insurance coverage
7. Survey your building for risks
8. Establish salvage priorities for collections, files & equipment
9. Disaster supplies and services/supplies list as part of plan
10. Establish collaborative relationships
*Before Disaster Strikes, November 2006 – Produced by Julie Page, CPP, for the Infopeople
Project infopeople.org. The Infopeople Project and the California Preservation Program
http://calpreservation.org are projects of the California State Library, supported by
the U.S. Institute of Museum and Library Services under the provisions of the Library
Services and Technology Act, administered in California by the State Librarian. Download
handouts and view archived webcast at: http://infopeople.org/training/webcasts/
webcast_data/196/index.html
Notes
For additional discussion of disaster preparedness, see: Julie A. Page “When Disaster Strikes:
First Steps in Disaster Preparedness.” Co-published simultaneously in The Serials Librarian,
v. 36, no. 3/4, 1999, pp. 347-361; and in Head in the Clouds, Feet on the Ground: Serials
Vision and Common Sense, ed. By Jeffrey S. Bullington, Beatrice L Caraway, and Beverly Geer,
Haworth Press, 1999, pp. 347-361.
For international discussion of disaster preparedness and planning, see the IFLA
(International Federation of Library Associations and Insitutions) publications available on
the IFLA Web site, including: International Preservation News – A Newsletter of the IFLA
Core Activity on Preservation and Conservation, No. 34, December 2004 including: “Library
Experiences with Natural Disasters: Hurricanes and Volcanoes (Montserrat)” by Gracelyn
Cassell; “Skills Development and Management for Disaster Mitigation Planning: the Specific
Case of Electronic Equipment and Digital Data” by Jo-Ann Georges; “Risks Associated with
Hurricanes in the Caribbean” by Steve Pollanais; and “Survey on Disaster Planning in National
Libraries” by Marie-Thérèse Variamoff and Marie-France Plassard and A Blue Shield for the
Protection of our Endangered Cultural Heritage: Proceedings of the Open Session co-organized
by PAC (Preservation and Conservation) Core Activity and the Section on National Libraries,
translated and edited by Corrine Koch, International Preservation Issues, Number Four.
Page/Clareson/Teper
Thinking Outside the Borders 99
Disasters Know No Borders
Appendix A
Responsibilities During a Disaster Response & Recovery
Identify and list at least one person and an alternate for each responsibility. A group or committee
may be responsible.
Assessment & Documentation
Name & Contact Information
Assesses and estimates the type and extent
of the damage
Contacts insurance company or risk
management and fills out required forms
Ensures proper documentation of damage
(photos, videos, etc.)
Reviews collections priorities list and
confirms or adjusts it based upon damage
assessment
Estimates number of personnel needed to
complete the work & how long recovery
will take
Evaluates & recommends if salvage can be
done in house with staff, or if a consultant
and/or emergency recovery services are
needed
Identifies locations for storing materials out
of building if a commercial recovery service
is not used
Formulates logistics for packing out and
moving materials from the building if a
commercial disaster recovery service is not
used
Records all major decisions and a
chronology of events
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Communications
Handles all public relations & the media
Interacts with the organization to which the
Library reports.
Collections Salvage
Deploys work teams
Supervises work teams in proper packing
and personal safety
Keeps inventory control of items being
removed or discarded
Security
Secures and protects the building’s contents
Supplies and Equipment
Responsible for ordering, delivery and
dispersal of sufficient quantities of the
appropriate materials for packing out
Responsible for ordering, delivery and
dispersal of sufficient quantities of food,
water and other comfort items for the
workers
Financial Issues
Tracks the monetary impact of all decisions
Arranges for funds necessary to buy
supplies, equipment, food, etc.
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Building Issues
All issues leading up to the eventual
restoration of the building to normal
Identification of locations for response and
salvage activities
Personnel Issues
Provides communications with staff
Responsible for union issues
Handles health, safety and comfort (physical
and emotional) concerns
Coordinates and monitors the use of
volunteers
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Appendix B
Guidelines for Establishing Salvage Priorities
The collection priorities list is meant to be a guide. Consider the circumstances and limiting
factors (access to materials, extent of damage, time, availability of resources, etc.) that may
require deviations from the plan.
Priority for pack-out and salvage should be given to those records and collections that have
information needed to establish or continue operations after a disaster; aid the recovery
operations; and assist in fulfilling the requirements of the insurance company in order to
file a claim. It is important to have some idea ahead of time which collections should be
recovered first.
In disasters where only a small amount of material has been affected it is possible to review
the material item by item for recovery or discarding. Usually there is not enough time to
do this review during a large pack-out. Once the material is frozen it can be reviewed at a
more leisurely pace.
Don’t try to prioritize item by item; do it by groups of materials. These are decisions that
will be highly individual to each institution, but listed below are some guidelines that may
aid in making those decisions.
• High priority should be given to the bibliographic records of the collection. For many
libraries this is the shelf list, the card catalog, and inventories if not also available
electronically. There should be regular backup of computer storage devices (disks,
tapes, etc.) with the backup stored off-site.
• Give high priority to staff and personnel records necessary to continue payroll and
operations, if not duplicated elsewhere. It is strongly recommended that these records
be duplicated and stored off-site to prevent their irretrievable loss.
When prioritizing collections, consider the following questions:
• Can the items be replaced?
• Would the cost of replacement be more or less than the cost of restoring the material?
(Replacement cost should include ordering, cataloging, etc. in addition to the purchase
price.)
• How difficult is the material to replace? (Special collections, archives, and foreign
publications can be irreplaceable. Some items are replaceable but very costly.)
• Does the material have a high or low collection priority? Where is your emphasis in
collecting?
• How would loss of the items impact the institution’s mission?
• Will the items require immediate attention because of their composition (coated paper,
vellum, water-soluble inks)?
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Priority 1 items are packed out first unless they are NOT in danger, or if it is impossible/
dangerous to access them. Priority 2 items are salvaged next, etc. All other materials are
saved if possible, time and conditions permitting.
Make a list of Collection Salvage Priorities and mark them on the floor maps. Make sure
high priority collections are known and understood by the salvage teams and local fire
department.
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Appendix C
Disaster Preparedness and Response Resources
Web Resources
California Preservation Program
Provides preservation related resources for libraries and other cultural institutions in
California. The Emergency Planning & Response section includes a Pocket Response Plan
(PReP), Template Disaster Plan, Disaster Exercise, and links to resources.
Conservation Center for Art and Historic Artifacts (CCAHA)
Technical bulletins address disaster recovery topics with pdf downloads: Disaster Recovery:
Salvaging Books; Salvaging Art on Paper; Salvaging Photograph Collections.
CoOL Conservation OnLine
“A project of the Preservation Dept. of Stanford University Libraries, is a full text library of
conservation information ... of interest to those involved with the conservation of library,
archives, and museum materials.”
Disaster Preparedness and Response is one of the conservation topics that includes a wealth
of information linking to organizations (e.g., Library of Congress, Northeast Document
Conservation Center, SOLINET), disaster plans, and a broad spectrum of other disaster/
emergency resources. It is the best place to start because it is so comprehensive. Disaster
Preparedness and Response runs over 6 printed pages and is continually being added to
and updated by Walter Henry. Don’t be overwhelmed! Many resources can be linked to or
printed directly from CoOL for use in your own disaster plans. Scan the disaster plans of
other institutions similar to your own.
Council of State Archivists (CoSA)
CoSA’s Emergency Preparedness Initiative, including the Pocket Response Plan™ (PReP™)
Disaster Mitigation Planning Assistance
The database allows you to search by state, multiple states, nationally and by type of
service, supply or expert. Results can be downloaded into Excel for easy updating of your
institution’s disaster plan.
Library of Congress
Emergency Preparedness resources, including Family Treasures – Preserving Treasures
After the Disaster and Insurance/Risk Management with its “General Collections Valuation”
and insurance companies.
National Park Service
Excellent resource, especially for artifacts. Search “Museum Handbook” for Part I, Chapter
10 on Emergency Planning; “Conserve O Gram” #21 on Disaster Response & Recovery; and
“Wet Collection Recovery.”
Northeast Document Conservation Center (NEDCC)
General preservation Web site with a Disaster Assistance section and links to its Emergency
Management Technical Leaflets, including “Emergency Salvage of Wet Books and Records”
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and “Emergency Salvage of Wet Photographs.” Provides dPlan™: The Online DisasterPlanning Tool, a free disaster plan template.
Western States & Territories Preservation Assistance Service
Participating states and territories: Alaska, American Samoa, California, Colorado, Guam,
Hawai’i, Idaho, Montana, Nevada, Northern Marianas Islands, Oregon, Utah, Washington,
and Wyoming. Provides 24/7 disaster assistance number 888-905-7737 for help in the event
of a collection disaster.
Appendices and PReP template are available online.
Print And Video Resources
Breighner, Mary. Risk and Insurance Management Manual for Libraries. ALA, 2005.
Resource to guide best course in selection for protection of assets for libraries and to
gain an essential understanding of risk management in preventing losses. Includes sample
policies and checklists.
Building an Emergency Plan: A Guide for Museums and Other Cultural Institutions. Compiled
by Valerie Dorge & Sharon L. Jones. Getty Conservation Institute, 1999.
A free download is available at the Getty Web site. Museum focus, but provides excellent
planning and implementation information for all cultural institutions. Takes a unique
approach by including “Questions to Consider” and “Suggested Exercises” focusing on
testing your plan. Gives many examples for tabletops and other exercises.
Emergency Response and Salvage Wheel and Field Guide to Emergency Response
The Wheel is a user friendly slide chart providing quick access to essential information on
protecting and salvaging collections. Text of the Wheel is available at the Federal Emergency
Management Agency Web site. The Field Guide and its accompanying DVD provide clear,
practical advice to help you with initial response and salvage steps. This authoritative, handson advice was developed by conservation professionals for staff at museums, libraries, and
archives. For order information go to the Heritage Preservation Web site.
Halsted, Deborah D., Richard P. Jasper & Felicia M. Little. Disaster Planning:
How-to-do-it Manual for Librarians with Planning Templates on CD-Rom. Neal-Schuman,
2005. Comprehensive resource guide for all types of libraries, including case studies, web
resources, quick guides, checklists, forms, and a wide variety of planning tools.
It’s Academic: Emergency Preparedness for Schools [videorecording]
Sacramento: Governor’s Office of Emergency Services, 1995. VHS, 15 min. sd., col.
Adapted from a longer program entitled “Academic Aftershocks” which covers in greater
detail the California State University Northridge 1994 earthquake experiences. Shows damage
caused by and institutional response to the earthquake. Search “Videos and Publications”
on the Web site.
Kahn, Miriam B. Disaster Response and Planning for Libraries. 2nd ed. ALA, 2003.
Comprehensive resource guide for all types of libraries, updated to include terrorist and
other case studies. Includes extensive checklists, forms, contracts for vendors and supplies,
and a list of resources.
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Kahn, Miriam B. Protecting Your Library’s Digital Sources. ALA, 2004.
An e-preservation resource for librarians, preservationists, archivists and records managers
who create and maintain electronic records. Includes extensive checklists and forms.
Thenell, Jan. The Library’s Crisis Communications Planner: A PR Guide to Handling Every
Emergency. ALA, 2004.
Communications basics in this step-by-step guide, for communicating to critical contacts
in times of crisis.
Wellheiser, Johanna G. & Jude Scott. An Ounce of Prevention: Integrated Disaster Planning
for Archives, Libraries and Record Centres. 2nd ed. Scarecrow, 2002.
Canadian publication that presents a broad-based approach to “integrated” disaster planning
applicable to U.S. institutions. Detailed appendix of resources and extensive reference and
index.
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Appendix D
Leadership Institute – Tabletop Exercise
Instructions: The leader of this tabletop exercise assigns team members roles as outlined
in the section headed “Thursday Night, 7 p.m.” and begins by presenting the team with
the scenario outlined in that section. From that point on, the team is asked to document
how they would respond to the situation with a maximum of fifteen minutes before being
presented with the next step in the scenario by the team leader. As the exercise wraps
up, the leader and response team can discuss the progress made in responding to the
disaster.
Section 1:
Thursday night, 7 p.m.
It is the last week of September and 75 patrons and a staff of 5 are inside the Mortenson
Public Library. In addition, there are 45 people attending the Friends of the Library lecture.
A storm with gale-force winds and heavy rainfall has intensified in the last hour. Several
staff have been discussing whether or not to close the library early (normally open until
9:00 p.m.), but are worried about sending everyone out into the bad weather. There are
reports that a river next to the library is rising, with the possibility that it will overflow its
banks.
Please
•
•
•
•
•
each assume the role of one of the library staff on site, and put on your name tag:
Library Director – Attending the lecture
Reference Librarian – Working on the Reference Desk
Circulation Manager – Night manager for the library
Library Security Guard – Stationed at the Circulation Desk
Library Page – Circulation Desk and shelving
The Mortenson Library has two stories and a basement; no fire sprinklers but has fire
detection and an elevator. All staff are working on the 1st floor, except the Library Page who
is on the 2nd floor. The Friends are in the Meeting Room on the 1st floor.
Discuss the issues around closing the library early and sending people out into the storm.
Section 2:
Thursday night, 7:30 p.m.
A patron comes to the desk and says that two windows on the second floor have broken,
and wind-driven rain is coming in onto the book stacks and two computer terminals.
Discuss what should be done to secure the building and protect the collections.
Section 3:
Thursday night, 8:00 p.m.
The Library Page slips on the water and appears to have broken her ankle. Water has shorted
out the alarm system, and the alarm is blaring. In order to turn off the alarm, the detection
system will have to be disabled. An elderly member of the Friends group is complaining of
chest pains. More people are entering the Library as they abandon their cars. The Emergency
Broadcasting System is saying that everyone should stay inside and off the streets.
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Discuss what should be done regarding health, safety, and building issues.
Section 4:
Thursday night, 8:30 p.m.
The storm is intensifying. Three more windows break on the 2nd floor when a tree falls and
branches go through the windows. Wind-driven rain is blowing into the stacks and floor.
Water is starting down the stairwells. The power goes out and emergency lighting comes on.
Elevators are unusable. There is minimal lighting in the stacks. The Library has ten 100ft.
x 20ft. rolls of plastic sheeting. The Library has a telephone tree for staff, but no disaster
response team. The Reference Librarian who best knows the collection and lives 45 minutes
away wants to go home.
Discuss the people issues. Will the library stay open after 9:00 p.m.? What happens when
critical staff want to leave? What should be done about the damaged books and computers
between now and Friday morning?
Section 5:
Friday morning, 7:00 a.m.
The storm has subsided but the river has overflowed its banks. The building has been
secured – windows boarded up, floors dried, electricity restored, but elevators are out due
to water in the machinery. The Mortenson Library has a disaster plan but the section on
collection priorities and collection salvage has not been written. The Library has 50 flattened
cardboard boxes and 10 rolls of tape.
Discuss how you are going to assess water damage to the collection. When you have decided,
go to the next card for the number and location of damaged materials.
There are 144 shelves of art and music books damp or wet on the 2nd floor. There are 48
shelves of literature books and 68 shelves of history books damp or wet on the 2nd floor.
Decide what you are going to do with the books. Estimate the number of wet books based on
30 books per shelf. Are you going to pack them out? Air-dry? Throw away? Other?
What staffing and supplies would be needed to pack out the books, and how are you going
to get the supplies? You can put 10 books per box, and one person can pack 100 books per
hour.
Section 6:
Friday morning, 9:00 a.m.
It is time for the library to open and patrons and staff are at the front door. A local TV
station has arrived to take pictures of the tree with its branches through the library windows.
Someone just discovered ten boxes of new books in the basement receiving area. The boxes
were sitting on the floor and are soaked. There are pools of water throughout the processing
areas in the basement.
Discuss the issues around opening the library and how to handle the media. What are you
going to do about the water in the basement and the wet books?
If time:
Make a list of the issues you feel still need to be addressed.
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A Space, a Place and a Time:
Locating One’s Self in a
Multicultural World
Ujala Satgoor
Deputy Director, Specialist Units Department of Library
Services. University of Pretoria
“All of us as librarians,
library educators,
administrators, and
workers are charged
to take a leadership
role, by those in our
past, present, and
future - those that
have fought for civil
rights and human
rights - in South
Africa, in the USA, and
around the world.”
Sandra Ríos Balderrama, USA, RiosBalderrama
Consulting
Introduction
When working internationally, opportunities and
linkages abound when you least expect it, reinforcing
the idea and the hope that indeed, we are connected,
even across the miles and perhaps more deeply
than virtual communications allow for. We first met
each other as presenters at the American Library
Association International Relations Round Table (IRRT)
preconference in June 2006, in New Orleans, Louisiana,
USA at the invitation of Chair of the IRRT, Susan Schnuer,
Associate Director at the Mortenson Center. Susan had
worked individually with both of us, was wise enough
to create a new linkage, and had the insight to inform
us that our presentations complemented one another.
Although they differed in style and content, they
demonstrated the deep commitment that many South
African and United States librarians share in order to
strive for equity and to promote the acknowledgement
and acceptance of diversity, in the context of our
nations’ distinct histories, norms, and values. All of
us as librarians, library educators, administrators, and
workers are charged to take a leadership role, by those
in our past, present, and future - those that have fought
for civil rights and human rights - in South Africa, in the
United States, and around the world. We are obligated,
then, to be tenacious and persistent about working
through what it means and what it looks like to coexist, to mutually respect, to reciprocate, to go beyond
tolerance, and to ultimately co-create libraries and
library services that are welcoming and reflective of the
multicultural world that exists today.
Susan invited us to create a joint presentation for the
Thinking Outside the Borders leadership institute to be
held in November 2006, in Allerton Park, Illinois. We
had four months to work via e-mail and were able to
meet the night before our joint presentation. It was a
meeting that went late into the night and included our
own process of international relations, i.e. exchanging,
learning, and asking questions.
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Ujala’s and Sandra’s International Conversation the Night Before
Sandra: Ujala, What do you mean when you say…?
Ujala: Sandra, it is different in South Africa in this way…
Sandra: Our work in libraries in the USA parallels what you are doing…
Ujala and Sandra: Inclusiveness takes time and new strategies.
Ujala: Why do you have “ethnic caucuses”? In South Africa, having been separated on the basis of colour, even at an organized level, we want to have “one” inclusive library association?
Sandra: As a result of exclusion, many ‘librarians of color’ created parallel associations that now work “with” the major associations.
Ujala and Sandra: Hmm, inclusive but excluding and excluded but now inclusive! Different circumstances, different understanding…
A pause.
Ujala and Sandra: Timing. History. Context. Make a difference.
Sandra: Ujala, tell me about “Ubuntu.”
Ujala: “Umuntu ngumuntu ngabantu - I am a person through other human beings.”
Sandra and Ujala: Our concerns are the same and our strategies may have differed but we share a universal dream – one that transcends borders of any kind.
Librarianship is practiced according to the same international principles with which we are all
familiar. However the support, management and governance of libraries differ in countries.
The country presentations enable the participants to experience, through the presenters,
the status and support of libraries in the countries they represent. It becomes a rallying
point for common problems and challenges, as well as the opportunity to share and learn.
After delivering our individual country presentations, namely, “Developing an Informed
Nation: Challenges and Opportunities for South African LIS Leadership” and “Diversity
and Multiculturalism in USA Libraries,” we began our joint session, entitled “Perspectives
on Multiculturalism and Diversity in Libraries.” After two days of both absorption of and
engagement with the Thinking Outside the Borders curricula, we asked the participants
to take a collective pause and to reflect on “Why are we here?” It was important for us to
elicit the level of awareness and/or understanding of these concepts and the openness and
commitment to work differently.
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These answers were recorded on easel sheets for all to view.
Why Are We Here?
• To increase our consciousness of change
• To think more non-Eurocentric
We welcomed the honesty and diversity of
responses as a result of informal questioning
and brainstorming.
A Space, a Place, and a Time
All of us involved with the Thinking Outside
the Borders institutes had been given a
space, a place, and a time, to delve deeply
• To network with agents of change
into the topics of global libraries and global
leadership. Soon, however, the space would
• Because we are lucky
belong to other hosts and other guests. The
time for gathering face-to-face would come
• Because it is mandatory
to an end. Soon, we all would be returning to
our respective homelands, countries, states,
• To think outside the borders
families, friends, and familiarities. Thus, it
• To change our mind-set
was important to discuss not only what is
easiest to share – our universal and common
concerns – but the differences that enhance
our learning and increase our competence, differences based on our own national, cultural,
family, spiritual values and norms. An effective global leader must be challenged yet capable
of facilitating outcomes and visions that involve differences in world views.
• To get ideas from all here and take back a
full suitcase
We took a look at “difference” by taking note of two of the leadership characteristics and
values offered by other presenters throughout the institutes: self-reflection and selfassessment. In asking the participants “What does it mean to be a global leader?” – we
included exercises that allowed participants to first locate themselves within their own
worldview and their own capacity for communicating cross-culturally. The exercises were
meant to engage people with each other as a full group (40 people), small work groups (3-6),
dyads (2), and as individuals interacting with themselves, using journals, index cards, postits, and survey/questionnaire instruments. These various groupings allowed for participants
to practice interacting in the large groups and small groups, both intimately and publicly,
and to practice reflecting as individuals. Use of the exercises was intended to help the group
look outside their own borders, begin to be nudged out of them, and to expand them. We
concluded the session with a visualization exercise that allowed us to move beyond borders
completely and into the transformative realm, transcending our own mental borders.
With these exercises, participants had to take risks in order to exchange, learn, teach,
disagree, and pull the collective wisdom together. Those that felt free to talk without
holding up their hand to be recognized or those that were used to spouting out opinions
and assumptions quickly, had to consider holding back and listening more. Those that felt
hesitant because they were more introverted, comfortable with raising their hand to speak,
or maybe uncomfortable with English (in this case the host language) fluency, had to consider
speaking up more frequently, quickly, and sometimes in the home or native language. As
Thinking Outside the Borders leaders, the whole group had to take responsibility for seeking
to understand and/or facilitate the understanding of each colleague’s meaning and intent
while speaking.
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A Space, a Place and a Time
This module will take you through the exercises. The participants sat at round tables with
6-8 people at each table. The round tables provided an atmosphere conducive to group
discussion, as well as breaking off into partnerships of two, or smaller groups of three. We
were lucky enough to have breakaway rooms or common areas to move into, if necessary,
including outdoors. The number of facilitators, scribes, and supplies that are recommended
in this module are for a group of 45 participants. In our case, participants represented 9
countries and we shared the role of facilitator and scribe. We have shared, here, a few of
the brainstorming and recording results in the side-boxes of this publication in order to
give you an idea of participants’ reflections and processing. We ask you to keep in mind,
as you read them that the comments are made in the context of serious reflection, deep
assessment, purposeful sharing with the intent of learning, and finally to practice courage
to discuss not only how we are the same but how we are different. The final exercise, in our
minds, returned us to a universally shared space, place, and time.
Module Overview
Part 1 Locating Yourself in a Multicultural Environment – Brainstorming, dyads, and group work
Part 2 Multiculturalism in the Workplace - Journaling and group work
Part 3 Our Life World View - Self-assessment and reflection, filling out questionnaires and
full group discussion
Part 4 Taking the Lead – Small group work, dyads, full group discussion
Part 5 Global Leadership – Visioning, brainstorming and full group discussion
(Refer also to Appendix A)
Part 1: Locating Yourself In A Multicultural Environment
Brainstorming, Dyads, and Group Work
Identify Cultural Groups and/or Languages and Traditions:
1. In your country
2. In your workplace - co-workers and colleagues
3. Among your clientele, your users, your patrons
The purpose of this exercise is to take notice of:
a) The diversity within each participant’s country
b) To demonstrate that diversity and multiculturalism are worldwide. We find diversity
and multiculturalism in countries where we may least expect to find it because we know
so little of the depth and complexities of one another’s national demographics.
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A Space, a Place and a Time
What You Will Need:
2-3 Easels with easel pads (flip charts) and markers in colors that can be seen by the full
group (black, dark blue, dark green, red are suggested colors)
Masking or scotch tape to display easel pad sheets or you may have the easel pads that have
sheets with “sticky tape” on the back.
1-2 Recorders/scribes
1-2 Facilitators
1 timekeeper
Timeframe:
1. In Your Country:
Allow 3 minutes per country for brainstorming
2. In Your Workplace:
Allow a dyad (2 people) to discuss diversity in their workplace for about 10 and 20
minutes (depending on the time you have available.) Each participant in the dyad should
have half of that allotted time as each practices both speaking and listening, making
sure that each is heard when the time is up.
3. Among Your Clientele:
Allow 10-15 minutes as a group or 10-20 minutes for dyad work with a return to the larger
group.
A few cultural groups identified in three countries during one of the institutes:
MEXICO:
Mayas Koreans Huicholes UNITED STATES:
Latinos
Native Americans
Appalachians
Jewish
Navajo
SOUTH AFRICA:
Zulu
Ndebele Malay Satgoor/Ríos Balderrama
Tarahumaras Lebanese Africans
Chinese
Tsotsiles
Spanish
African Americans
Polish
Frontier People (on the Borderlands)
Irish
Amish
Arabs
Mormons
Xhosa
Indian English
Thinking Outside the Borders 114
Pedi
Afrikaner
A Space, a Place and a Time
Process
During the “In Your Country” part of this session, participants from each country have 3
minutes to reflect on their answers and report them. At least 2 scribes are needed to write
down the contributions on easel pads for the group to see. At our institute, the total group
size was about 45 people from 9 countries. We acted as both scribes and facilitators. If
our spelling was incorrect, we kept writing quickly to ensure that everyone’s thought was
at least documented and we checked the spelling later. The momentum of the group’s
participation was the priority. The group was aware that the written list of groups only
provided a peek into each country’s diversity and did not represent the totality of diversity
within the country. When we got to the last of the 9 countries, there was a concern by the
group about “repeating” cultural groups that had already appeared in other countries’ lists.
This should not be a concern. Many of us come from a history of diaspora, immigration,
emigration, and migration, and we will find many ethnic/cultural groups worldwide. It is a
natural group tendency, however, to not want “to repeat” and some participants began to
highlight groups that they thought might be “distinctive” to their countries.
Identify Cultural Groups Amongst Your Clientele
There are class differences
The educated and un-educated
“The poor”
People that live “on the street”
Teenagers
Single mothers
The illiterate
People with disabilities
People that are indigenous to our country but that
may not speak or read in our national language
The energy during this part of the
session was vibrant and contagious,
especially since it was following the
World Soccer Cup of 2006. Every time
either one of us called out the next
country to “report out” their cultural
groups, participants were eager to
represent their country with pride.
The purpose of both the “In Your
Workplace” and “Among Your
clientele” components of this session
is to reflect on what this diversity
means to us as librarians in terms
of who we work with and who we provide services to and design services with. In the
workplace, library organizations, and in traditional library service areas, diversity is
sometimes not as evident, obvious or visible. For this reason it is practical to approach
these two parts of the exercise in dyads (twos), triads (threes) or small groups, for 10-20
minutes, to allow participants more time to exchange more detail and context about their
library as a workplace and about their library services. At the end of the time given, people
may return to the larger group, share their answers and pieces of their discussions, and
offer up questions. A facilitator is available to lead the discussion.
With the library organization or region of the country, city, or village being described,
along with cultural or ethnic groups, the observation of diversity becomes more complex,
as it should. The dialogue begins to focus on not only who the library currently serves but
who they may choose not to serve under the current mission as well as who they could
potentially serve in the near future.
Part 2: Multiculturalism in the Workplace
Personal Journaling and Group Discussion
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Thinking Outside the Borders 115
A Space, a Place and a Time
Identifying Qualities, Behaviours, Attitudes and Language by Colleagues, Patrons, Students,
and Clients:
1. What are the behaviors that annoy you or upset you?
2. What are the behaviours that you value?
What Annoys You
• Changing languages when others come in,
to purposely exclude them
• Religious decorations on staff doors and
cubicles
• Patrons from a different country that
only ask reference questions of my male
colleagues
After identifying the diversity within our
national and work environments we begin
to take a closer look at how we live with
this diversity and how we work with it and
within it. It is natural that we will bump
up against cultural traditions or values
that we do not understand or that jolt our
senses. We are used to living and working
around people that have been conditioned
and socialized with the same values and
norms as ourselves.
• People who dominate conversations and
don’t let others speak
What You Will Need:
• Parents that let their small children crawl on
the carpet in front of our circulation desk
rather than watching them
4 Easels with easel pads (flip charts) and
markers in colors that can be seen by the
full group (black, blue, dark green, red are
the suggested colors)
• Cultures that make noise when they drink
tea or coffee
2 easels are labeled “What Annoys You”
• Asking a minority to speak for their group
or all minorities
• When a colleague tells you all the time that
you speak with an accent
• Groups who speak loudly to each other no
matter where they are
• People that are given preferential treatment
by virtue of their color
2 easels are labeled “What You Value”
Small Post-it Pads but that are large enough
to write a sentence or two and that have
sticky glue for participants to post and
display.
1-2 Facilitators/Readers
1 timekeeper
Timeframe:
Identifying What Annoys You:
15 minutes
Identifying What You Value:
15 minutes
Group Discussion
15 minutes
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Thinking Outside the Borders 116
A Space, a Place and a Time
Process
In this exercise participants were to reflect on and answer both questions, one at a time
and separately. First, we ask them to take personal, individual time to reflect on moments
in which they felt confused, annoyed,
What You Value
unwelcome, uncomfortable, or even angry
– at an interaction with a library user or
• A smile on the face when someone
a colleague that appeared to be different.
approaches me
The participants were to write down on
their post-its, 1-3 responses. They did
• Abrazos (Hugs)
not add their names to their responses
(anonymity was emphasized so that
• Being consulted on issues that impact me
participants did not feel constrained).
• I love people who say “Thank you”
They took 15 minutes for “What Annoys
You”. When all participants were finished
• Making an effort to pronounce my name
they walked up to the appropriately
correctly
labeled easel pad and placed their sticky
note on it. After everyone had posted their
• Asking questions about my heritage when
responses we addressed the next question:
genuinely interested
“What You Value”. Here, we asked them to
think about interactions in which they felt
• People who are multilingual or at least
welcomed, comfortable, at ease, “in sync”,
comfortable with being around other
languages being spoken
or understood. After taking 15 minutes
to write 1-3 responses, the group again
• Eye contact
added their post-its to the flipchart with
the corresponding heading. (We strongly
• One foot (.3048 meters, 30.48 centimeters)
suggest a break at this point in the session.)
of personal space
Following the break, we as facilitators
alternately read from each flipchart. One
• Patrons who wait their turn and don’t
of us would read an “annoying behaviour”
interrupt others
aloud and then the other of us would read
• When people do not assume that I am
a “valued behavior” and so on.
married or heterosexual
The participants as a group are asked to
• Understand that we aren’t alike but that we
listen without judgment and only selftry to adapt to one another
observation of their own reactions. We
asked them to acknowledge their sense
of agreement, recognition, or confusion.
Sometimes, a participant may see himself or herself at either end of the encounters described.
What might be annoying or repulsive to one person is totally “normal” for another. On one
day a person may be the one who facilitates cultural understanding and the next day the
same person may contribute to a misappropriation of their cultural values upon someone
else. How do we bridge these differences in values?
What do we do if we are interacting with a culture that does not always smile or make eye
contact in a business interaction? What if the comfort level with personal space is closer or
farther?
Cross-cultural competence begins with awareness and moves into increased knowledge and
then experience. With these first two exercises we have begun to stimulate our awareness of
our own biases, preferences, and prejudices. This is where we start. Then, we must realize
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Thinking Outside the Borders 117
A Space, a Place and a Time
that if one is a leader that is truly interested in effective international and multicultural
interactions, one will learn more about other cultural values and behaviors and learn that
the differences are neutral not hierarchical or, in other words, one person’s value is not
better than another’s, just different. As we educate ourselves through awareness, knowledge,
and cross-cultural, multicultural, and global experiences we increase our competence for
not only tolerating difference but respecting difference and being willing to reciprocate
and exchange ideas and strategies at the level of the shared vision. Part 3 also focuses on
assessment, but from a different angle.
Part 3: Our Life World View
Personal Assessment with Worksheet Tools and Group Discussion
• How We Develop and Respond to Different World Views Worksheet
• Assessing My Life Experiences – Instructions
• Assessing My Life Experiences – Worksheet
Assessing My Life Experiences
• I enjoy being different and being around
others that are different.
• Am I really that different than everyone
else?
• I noticed a difference between in-house
behavior and leaving the house.The world
with family is different than my world
with other people.
• I can learn a lot about other cultures in
my work environment without going
anywhere.
• I realized religious diversity in my
upbringing. Now in libraries - there is
little political and religious tolerance,
there is sometimes a “phony liberalism” in
libraries.
• Part of self-assessment,
growth...is painful .
awareness,
• I am re-evaluating assumptions, facing
some white privilege, class and education
come into the mix, as well. Painful.
Resources are not allocated equally.
Our behaviours, attitudes and thought
patterns have been influenced by
various factors that have had conscious
and unconscious impact upon us as
individuals. We often attribute it to “the
way I have been raised”, “it is part of my
culture” or “we have been socialized to
think like this”.
Now that we work in multicultural
environments, our interactions with
colleagues often reflect certain behavior
patterns that may be overt or subtle. We
may choose to associate with certain
“types” of people, tolerate or be intolerant
of certain mannerisms, make “sweeping
statements” based on generalizations,
stereotype people, etc. With these
exercises we ponder: Where does this
come from? What prompts these behavior
patterns?”
What You Will Need:
The instructions and worksheets
Exercise 1: Assessing my Life Experiences Appendix B (Instructions and Worksheet,
2 pages)
• There is a common humanity. We all have
feelings.
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Thinking Outside the Borders 118
A Space, a Place and a Time
Exercise 2: How We Develop and Respond to Different World Views - Appendix C
A quiet place for each participant to reflect and self-assess as individuals away from the
group
A facilitator
Timeframe:
40 minutes for participants to complete the exercise
20 minutes for group discussion Process:
With these exercises participants will be able to:
1. Assess life experiences – How broad has been your experience both personally and
professionally?
2. Identify what has been the source(s) that has influenced your behavior
3. Reflect on how your understanding of different people has been affected by these
sources of learning
The facilitator asks the participants to find a quiet place in the institute location and
to be truthful with herself or himself. After 40 minutes of completing the worksheets,
participants are asked to return to the lecture room. Be aware that participants may feel
a bit awkward and uncomfortable. Some may not want to speak and some many want to
engage immediately. The facilitator may ask:
1. “How did you feel doing these exercises?”
2. “What have you learned from these exercises?”
The facilitator allows up to 20 minutes for discussion and concludes with the reminder
to participants that the exercises are designed to make them more aware of their own
behaviours and mindsets and that they should not judge themselves.
At our institute, participants had the option of going outside in the patio and garden areas.
It was wondrous to see each of them find their own space, place, and time, leaning against a
step or sitting near a tree with their worksheets and a refreshment offered during the break
time. If being “outdoors” is an option and the weather is pleasant, this is a great scenario
and conducive to self-reflection.
Part 4: Taking The Lead
Small Group Work, Dyads, Large Group Discussion
After discussing our multicultural environments and how we might have attained our
perspectives and views regarding cross-cultural or international interactions, we also realize
that as designated leaders in libraries, we must juggle self-assessment and ongoing learning
Satgoor/Ríos Balderrama
Thinking Outside the Borders 119
A Space, a Place and a Time
with “setting the tone” in our libraries. We are both obligated and compelled to take the lead
in modeling for others and creating with others, an environment that generates effective
multicultural communication – in our meetings, at our conferences and trainings, and with
our clients and patrons inside and outside of the library.
What You Will Need:
A recorder/scribe within each small group of 3-5
Timeframe:
20 minutes to discuss questions 1 and 2
25 minutes to discuss and create answers to question 3 and record them (on a notepad or
on an easel pad) with the intent to share with the larger group
20 minutes to report out to the group for larger group discussion
Process:
Discuss the questions in small groups of 3-5:
1. What have you done to understand or make your colleagues from another culture,
another country, or that speaks another language, more comfortable?
2. What have you done to facilitate a transaction with a library patron that seems to be
annoying a colleague, due to cultural differences?
3. What is the ideal environment that could be engendered for effective multicultural
communication? How do you go about creating it?
While you are discussing in your small groups make sure that everyone is heard and has
contributed. Be mindful, in international groups, of fluency in the host language. Allow the
time and space needed for everyone to share.
Return to the larger group for a full discussion. You may choose to record strategies
and ideas on flipcharts. The full group may decide to use the suggestions as a draft of
“guidelines/tips” to “Taking the Lead in Creating a Multicultural Environment”.
Tips/Guidelines/Questions for Cross Cultural Communication:
1. Become aware of how your own values, lenses, and beliefs block or facilitate your
cross-cultural communication skills. Ask yourself: “How willing am I to understand &
respect another person’s values, lenses, and beliefs despite some of my own deeply-held
values?”
2. Understand that “respect” is demonstrated differently by different cultures so you must
learn what is appropriate and consider if you can demonstrate respect in the way that it
is understood and accepted. Discuss this.
3. Don’t assume that what you meant was understood and don’t assume that what you
understood is what was meant. Be patient.
Satgoor/Ríos Balderrama
Thinking Outside the Borders 120
A Space, a Place and a Time
4. Understand that gestures have different meanings in different cultures. Discuss this.
5. For those of us that talk a lot – try to listen more. For those of us that do not talk very
much – try to speak more and ask questions. Practice new skills in the new multicultural
environment.
6. Silence may mean agreement, disagreement, deference, approval, or disapproval. Discuss
this. Ask – How will we denote agreement or disagreement?
7. Be aware of “direct” and “indirect” communication styles. Being “direct” may appear
disrespectful and being “indirect” may appear as if one is apathetic or goes “around”
someone in a deceitful way. Assigning “directness” or “indirectness” from our own
cultural perspective is a misattribution! However, if we want to communicate in spite
of them – consider the differences in comfort level and discuss them. How do you
want to be told something? How do you want to accept critique or suggestions for
improvement?
8. Be aware of dimensions of culture involving: a) time, b) “power distance” in regards to
how we relate to authority, c) identity (collective or individual), d) the preference for
“context over content” or “content over context” in any interaction and e) autonomy vs.
“honor.”
9. Try to view any dimension or characteristic of culture as a continuum and not as an
exact formula. People will fall in either category or somewhere in between. Cultures are
complex and can be dynamic (changing).
10.Remember – that the relationship at hand (with a co-worker, a library patron, a community
member or leader, a friend, a business partner etc.) is the most important.
Part 5: Global Leadership
World Leaders Who Have
Been Effective Globally?
Jimmy Carter
Bill Gates
Nelson Mandela
Gandhi
Mother Theresa
Eleanor Roosevelt
Martin Luther King
Franklin Roosevelt
Albert Lutuli
César Chávez
Malcolm X
Nadine Gordimer
Oscar Arias Sánchez
Bono
Satgoor/Ríos Balderrama
Visioning Exercise and Full Group Discussion
The purpose of this exercise is to conclude the session and
move participants from individual retrospection, some small
group work and partnership, to full group envisioning and
visualization beyond borders of the institute, the library
profession, and beyond their own countries. It is intended to
create a space, place, and time to imagine, envision and pay
homage. In addition to creating a vision, it is a practical exercise,
in that we begin to list our own leadership characteristics
for global leadership, characteristics that are inconclusive of
different world views regarding the words “leader” and/or
“leadership.”
Thinking Outside the Borders 121
A Space, a Place and a Time
What You Will Need:
Imagination
Some research on world current events
1-2 easels with easel pads
Markers
1 facilitator and 1 scribe
Time Frame:
15 minutes
Process:
Facilitator’s script: (Of course, it may be adapted)
We are coming to the end of our day/session.
Close your eyes.
Clear your mind.
Push your papers aside.
Now, picture the world. The globe. Mother Earth.
Each of our cultures or languages have a different name for the world.
Picture the globe turning, rotating, as it does.
Orbiting the sun.
In your mind scan different regions of the world.
What do you know is going on there?
In the Middle East? In South America? In India? Nigeria? Japan? In the United States of
America?
What are the current events that are occurring globally?
Let’s pause again.
Now let’s ask ourselves:
• Who are the leaders that have been able to work across these regions and through
these issues, and be effective globally, cross-culturally, multiculturally, internationally?
(Scribe begins to create a list)
• What are the qualities that they embody? (Scribe begins to create a list)
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A Space, a Place and a Time
Conclusion
As people offered up the list of global leaders, the electricity and intensity in the air was
palpable. Some stood up as they contributed a name of someone they admired or respected.
We, as facilitators and scribes, were acknowledging the answers quickly and writing the names
on the flip charts as quickly as possible. We ran out of time but discussed the characteristics
that they embodied. The room got very quiet as people realized the enormous simplicity
of the characteristics and qualities of great leaders. In some ways, these named leaders
needed no explanation. Their names alone demonstrated, for any of us, a certain power of
global leadership. Ujala Satgoor (co-presenter and co-author of this article) said it best when
she said: “What the leaders had in common was that they transcended their own mental
borders.” Sandra Ríos Balderrama (co-presenter and co-author of this article), wrote these
final powerful words of the day up on the flipchart.
Appendix A
Multicultural Norms & Leadership Styles
1. Locating Yourself in a Multicultural Environment
Identify Cultural Groups and/or Languages and Traditions in your country, in your workplace,
and among your clientele, users, and patrons.
2. Multi-culturalism in the Workplace
Identify the various traditions and languages represented in your workplace
What are the qualities you value about your colleagues?
What are the behaviours that annoy or upset you?
3. Our life worldview
How we develop and respond to different world views?
How has your understanding of different people been affected by these sources of
learning?
4. Taking the Lead
What have you done to understand or make your colleagues or library patrons more
comfortable?
What is the ideal environment that could be engendered for effective multicultural
communication?
5. Effective Multicultural/Global Leadership
What are the elements for effective cross-cultural, multicultural, global relations? Cite
examples of world leaders and the qualities they embody.
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Thinking Outside the Borders 123
A Space, a Place and a Time
Appendix B
Assessing My Life Experiences
Instructions
Assess how diverse your life experience has been to date. (Diversity includes race, gender,
culture, religion and language, ethnicity, socio-economic status, occupation)
1
=
Not diverse
4
=
Somewhat diverse
10
=
Very diverse
For example, if your mother was Italian and your father was Italian, and your relatives were
Italian, you could rate your family of origin 1. But, if your mother was Chinese and your
father was Brazilian, your mother was Christian and your father was Muslim, your mother
spoke Mandarin and your father spoke Spanish, you may want to give yourself a 10.
Family of origin
1
2
3
4
5
6
7
8
9
10
Neighborhood as a child
1
2
3
4
5
6
7
8
9
10
Primary School
1
2
3
4
5
6
7
8
9
10
High School
1
2
3
4
5
6
7
8
9
10
First work experience
1
2
3
4
5
6
7
8
9
10
Work experience – 5
years ago
1
2
3
4
5
6
7
8
9
10
Current work experience
1
2
3
4
5
6
7
8
9
10
Neighbourhood where I
live
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
Adapted from material used by Absolute CRD (PTY) Ltd 2006. Developed by Dr Barbara
Love, University of Massachusetts, Amherst and Dr Don Bratcher, Georgia Institute of
Technology.
Satgoor/Ríos Balderrama
Thinking Outside the Borders 124
A Space, a Place and a Time
Assessing My Life Experiences Worksheet
Look at your ratings
• What do you see? Which are lower? Which are higher?
• At what point of your life did your experiences become more diverse?
• Were you prepared for living/working in a diverse environment?
• What impact did diversity have on you when you found yourself in a multicultural
environment? How did you feel about being with people different to yourself?
• What about your current work situation? Is it diverse? How do you feel about it? How
does the diversity impact on your work? Your team?
• What have you learned from this exercise?
Satgoor/Ríos Balderrama
Thinking Outside the Borders 125
A Space, a Place and a Time
Appendix C
How We Develop and Respond to Different World Views
How has your understanding of different people been affected by these sources of learning?
Source of learning
Learned attitudes and behaviours
Family
•
•
•
•
Friends
•
•
•
•
School
•
•
•
•
Work
•
•
•
•
Media
•
•
•
•
Satgoor/Ríos Balderrama
Thinking Outside the Borders 126
A Space, a Place and a Time
Pamoja:
A Learning Activity for the
Information Age
“We wanted to create
an environment
that changed the
boundaries of the
known learning
situation, an
environment where
one’s command
of a language did
not matter, an
environment where
all the cultural norms
were new and strange,
an environment where
no one participant
had more experience
than the other. That
environment was
Pamoja.”
Many thanks to the two former Peace Corps volunteers,
Gail Wadsworth and Wendy D. White, who developed this
wonderful learning activity and make it freely available
for everyone around the world.
For a free copy of Pamoja go to the Mortenson Center
Web site.
Susan Schnuer, Associate Director, Mortenson Center for
International Library Programs, University of Illinois at
Urbana-Champaign
Introduction
Pamoja is an experiential activity that reaches across
the borders of language, culture, and class to connect
individuals, and in the case of this leadership institute, to
connect librarians. The activity engages the participants in
discussions about issues of global access to information.
It explores how cross-cultural communication can
facilitate or hinder access to information. It is presented
in a game format and, as such, has some competitive
moments, but more importantly creates a free-wheeling
environment that encourages participants to focus on
building relationships and to put aside concerns about
cultural differences.
As one participant commented: “This kind of lighthearted
interaction was the most enlightening to me. I actually
began to connect with my peers, both international and
American.”
So why introduce an experiential activity, a game, into
this important leadership institute?
The purpose of the leadership institute is to encourage
participants to explore their leadership styles, values,
and attitudes about working with people from other
cultures and countries, and to offer alternative strategies
for engaging in those relationships. Lecturers presented
a variety of ways to think about culture, language,
libraries, and leadership.
Much of the institute was offered in a more traditional
format: presentations that included small and large
group discussions. The traditional learning format
Schnuer
Thinking Outside the Borders 127
Pamoja
favored individuals who have a good command of the language being used and were
comfortable in the learning environment. We wanted to create an environment that changed
the boundaries of the known learning situation, a environment where one’s command of
a language did not matter, an environment where all the cultural norms were new and
strange, an environment where no one participant had more experience than the other. That
environment was Pamoja.
In the words of some participants:
•
“so many different approaches to creating a culture, communicating, and making things
work on many different levels”
•
“broke down a lot of communication and personal barriers, such as shyness”
•
“joyous in that it got us working together as a leadership team in a way that nothing else
could...”
Global library leaders have to develop skills in communication, identifying and naming
geographical and cultural barriers, understanding the priorities of others, and becoming
great listeners. Pamoja was the stage that allowed us to practice those skills.
Content
Most librarians at some point or
other in our careers have attended
a training session that included
an experiential activity, and have
attended it with more or less
enthusiasm. There are three keys
to success when running this type
of activity. First, the experiential
activity must be thoughtfully
developed, complex enough to
replicate aspects of the real world
and yet open enough to offer the
Drawing borders
participants the freedom to explore.
Second, it must be used to reinforce
concepts that have been introduced in more traditional ways. Third, the facilitator must be
skilled at running this type of activity, able to manage and assist with a light touch, and to
reintroduce learned concepts into the discussion.
Pamoja – The Activity
The activity takes two and a half to three hours to play, and is best done in one-session, with
a short break. It can be played with as little as 12 players or a maximum of 36. The main
idea is that the participants are grouped and assigned to a country (Red, Green, Yellow,
etc.). Each country group then creates a culture characteristic and develops information
facts based on that cultural characteristic. Here are examples of cultural characteristics
developed by the participants:
• A country where all conversation is sung
Schnuer
Thinking Outside the Borders 128
Pamoja
• A country with very friendly people
• A country where everyone likes to fish
• A country where you had to dress fashionably
• A country where you had to wear blue
Each group had to model their country characteristic during the game (and it is a secret), a
strategy that adds to the fun and creates an additional level of difficulty. Each country group
receives money (mojas) and some cultural and or educational institutions: universities, public
libraries, and cultural centers. It is up to each country group to develop an information
center building plan, deciding for example that they may want a public library in each
region of the country.
The goal of the game is to exchange information facts with other countries in order to obtain
funding that can be used to buy institutions such as libraries, and therefore meet the goals
of your country’s building plan.
There are three parts to Pamoja:
• Orientation and team preparations (50 minutes)
• Play (45 - 55 minutes)
• Debriefing (45 minutes)
1. Orientation and team preparations
Each team has about 4-6 members. The group has about 45 minutes to develop a cultural
characteristic, create information facts and an information center building plan. Each
individual also decides on their role in the game. They can choose to be a gatekeeper
(like an immigration official), an ambassador (travels to other countries), or a country
representative (the person who negotiates with ambassadors from visiting countries).
To facilitate the game, there is also a foundation and a bank.
2. Play
The participants, modeling cultural characteristics and strategies in hand, begin to
slowly play the game. The start of the game is chaotic as some countries are still not
ready, others are rearing to go, and many have questions about how to proceed. In about
10 – 15 minutes, everyone is fully engaged in play and negotiating with other countries
in an effort to obtain information facts. Once the play starts, it is very difficult to get the
players to stop.
3. Debriefing
Schnuer
This section of Pamoja is core to its success as a learning tool, here is the place to
discuss observations, reactions, questions that participants have. A key section of the
debriefing is guessing country characteristics and debating if the characteristic assisted
or hindered in the game.
Thinking Outside the Borders 129
Pamoja
Pamoja: A Learning Tool
Pamoja is a flexible learning tool that allows the facilitator to adapt it to the learning situation.
It was a wonderful tool for the Thinking Outside the Borders Library Leadership Institute.
We were interested in developing leadership skills that would work across borders so
much of the debriefing focused
on having the participants
verbalizing their answers to
questions such as:
1. Were participants able to
identify cultural characteristics
and adapt strategies to fit the
context?
2. Why was it easier to negotiate
with some countries? How did
their cultural characteristic
impact the negotiations?
At the negotiating table
3. Did their communication style allow them to participate fully in all parts of the game,
including negotiations?
4. Did some of the roles (ambassadors, bankers, country representatives, donors,
gatekeepers) allow you to take more of a leadership position within the country or
game?
5. What was the leadership style of your country group? How was it established?
6. What was the one lesson about leadership that you understood during this game?
Pamoja: Facilitation
Pamoja is a complex activity and it requires a lot of advance preparation, usually off-site,
anywhere from 2-5 hours. Many of the details are not described in this module and people
interested in using the game should consult the guide at the Mortenson Center Web site.
The facilitator of this activity plays several important roles:
• Logistics and Facilities Coordinator
Setting up the game and having the facility ready is crucial to the success of the game.
Since Pamoja has so many details, it is critical that the facilitator spend the needed time to
understand the progression of the game and verify that the venue is set-up as needed.
• Communicator
There is a certain amount of nervous tension that surrounds any activity of this type.
Participants are unsure of what will be needed and how they will be asked to perform.
The facilitator needs to establish immediate control over the situation, reassuring the
participants, and develop an atmosphere of trust – an environment where confusion,
Schnuer
Thinking Outside the Borders 130
Pamoja
miscommunication, and questions are all acceptable. So it is important to communicate
the purpose and the rules of the game in many ways: verbally, with Powerpoint back-up,
examples, modeling the play, and many, many repetitions.
It is also important to understand that no matter how many times the information is
presented, participants will interpret it in different ways. The facilitator should not
overemphasize the rules of the game. It is precisely this different interpretation of the
situation that is so like real life, and so necessary to understand and adapt to if one wants
to work across borders.
• Judge
Some participants want to play the game exactly by the rules and want the facilitator to
decide what is correct. It is reassuring to them to have someone decide what is right and
wrong.
• Distant Leader
Bargaining with the bank
While some of the participants
want firmly enforced rules, others
revel in the gray areas of the rules,
and there are many. Facilitators can
choose to tolerate unusual practices. Some participants have tried,
and at times succeeded, in bribing
the bankers or the donors. Many
participants have used interesting
and unusual bargaining strategies.
An environment that encourages
the exploration of these boundaries creates a rich experience for the
participants.
• Teacher
During the debriefing session the facilitator is the teacher. It is important to have developed
before the debriefing the learning points that you want to emphasize during the discussion
and then to craft questions that will elicit discussion around these learning points. It is a
delicate balance since the content is coming from the participants and it does not always fit
neatly into the predetermined curriculum. However, every comment or remark is a learning
moment, so the facilitator must be able to move quickly to highlight some point or other
before jumping to another topic.
• Counselor
Pamoja does mimic real life and therefore can create situations that might be interpreted
as difficult or hurtful. In one case, a country team had decided that they had a matriarchal
culture and would only negotiate with women. A male from a neighboring country was
very upset at his treatment in this country. In this type of situation, the facilitator has to
move the situation from the personal to the educational, in a delicate but firm manner.
Schnuer
Thinking Outside the Borders 131
Pamoja
Once the male in the situation understood that the cultural characteristic had created the
communication barriers, a wonderful discussion ensued.
Summary
Pamoja is a wonderful learning activity for a leadership institute. It is adaptable, flexible,
and just plain fun. Here are some tips if you want to use Pamoja in leadership training.
• Experiential activities can create a safe space for trying new skills and exercising
leadership.
• Games and experiential activities change the traditional learning situation and therefore
cause some tension. It is critical that an environment of trust is created so that individuals
feel safe to operate within this environment. A safe environment requires that someone
be in charge to monitor activity and also be open to all questions and comments.
• The purpose of the game is to allow everyone an opportunity to exercise leadership,
therefore it is critical to monitor the exercise and to make sure that everyone has the
opportunity to lead and a voice in the discussion about how to lead.
• The facilitator needs to be clear about which leadership skills and concepts that will be
reinforced during the activity. Those skills and concepts will drive how activity is run.
• Running Pamoja is complex and, as any presentation, needs preparation time.
• Research has shown that the best learning happens on a peer to peer basis. In Pamoja,
the participants are all teachers and learners.
Pamoja did and can add value to any library leadership institute. Perhaps the words of a
participant best express its impact:
“I feel that this exercise was the catalyst to develop the trust needed to move beyond your
‘average’ participation.”
Resources
For a free facilitator’s guide to Pamoja go to the Mortenson Center Web site.
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Thinking Outside the Borders 132
Pamoja
Appendix A
Pamoja - A cross-cultural simulation game
What is the goal of Pamoja?
• Different cultures value and share information in different ways. Pamoja helps the
participants observe the principles of the free-flow of information in a fun way.
• Pamoja will help participants consider the development of information resources,
information sharing and information gathering in an intercultural context.
What happens during Pamoja?
• Participants will be assigned to different countries. They will build information centers
within their countries and then trade and share information with other countries.
• The game is fun and allows creativity and openess to new ideas and beliefs.
Country Goals
• Each country team will develop and follow a plan for building information centers in
your country while interacting with and learning about other countries.
Country Development
• Each country is designated by a color.
• Each country has information centers: public libraries, universities, museums and
community centers.
• Within each country, team members will have the following roles:
– Country representatives
– Ambassadors
– Gatekeepers
Pamoja Schedule
• General orientation and team formation, 20 minutes
• Country and culture creation, 20 minutes
• Role selection and orientation, 20 minutes
• Playing the game, 45 minutes
• Debriefing, 40 minutes
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Thinking Outside the Borders 133
Pamoja
Country Creation
• Draw a country with various geographic areas. The areas will be delineated in a handout
for your country.
MONEY$$$$$$$$
• The Pamoja Union currency is called Mojas.
• You can buy:
–
Community center 500 Mojas
–
Public library 1,000 Mojas
–
Museum 1,000 Mojas
–
University 1,500 Mojas
• Some countries will be richer than others.
Cultural Characteristics
• Each country has to decide what is their defining cultural characteristic, this characteristic
is kept secret from the other countries since they will have to guess the characteristic at
the end of the game.
• You MUST model your country characteristic.
Examples of Cultural Characteristics and Infofacts
• Once you have a cultural characteristic, then you will come up with 15 infofacts about
your country that reflect your cultural characteristic.
• Cultural Characteristic: Reading is most important in our culture.
• Infofact: Every child in our country receives a book in the hospital.
• Modeling characteristic: Everyone in the group walks around with a book.
Country Building Plan for Information Centers
• Once you have a cultural characteristic, then you will write a short building plan that
describes how you would like to position information centers in your country. Your
building plan should be related to your cultural characteristic.
• Example: Libraries and Universities will be placed in all regions in our country because
we value reading.
Time to go to your country
20 minutes
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Pamoja
• Review contents of packet
• Write name and country color on nametags
• Read team handout
• Draw the country with all regions
• Decide on one cultural characteristic
• Write 15 infofacts on post-its and post on or around the country
• Decide on how you will act out cultural characteristic
• Develop your country’s building plan
The roles
• Country representative: stays in the country, is reponsible for information centers and
negotiates with the ambassadors from other countries
• Ambassadors: select search cards from gatekeeper, go to other countries, get information
from other countries and share information and money with the team
• Gatekeepers: stay at the border of their country, allow or refuse entry to the country,
assist the country representative, report for the team, manage the search cards and
money
• Donors: listen to requests from countries for funding and can provide money to countries
to build information centers
• Storekeeper/banker: sells information centers, issue money, and authenticates
information searches
Sample search
• Ambassadors will randomly select search cards from a bag held by the gatekeeper of
their country
• Example: Get an infofact from a public library in the Lake District of Country Green
Pamoja Chance Card
• Example: Country farthest away from you faces an economic crisis; go there and donate
100 Mojas to their country representative
Remember
• Negotiation is always an option.
• Donors are always approachable.
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Thinking Outside the Borders 135
Pamoja
Back to your countries
10 minutes
• Decide team roles
• Gatekeepers receive bag of search and chance cards
• Countries finish their infofacts and building plans.
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Thinking Outside the Borders 136
Pamoja
Welcome to the Multicultural
Café: Shifting The Context and
Creating Inclusion
Sandra Ríos Balderrama
RíosBalderrama Consulting
“The challenge is
learning to work
with, through, and in
respect of differences
with a willingness to
exchange and even
integrate our new
learning in order to
create something
new. It is up to us as
library leaders to be
models as we guide
one another.”
Welcome to the Multicultural Café. We have for you,
colorful table coverings that are textiles and shawls
from Mexico, Turkey, Kenya, and Japan. The music that
is playing is from our brothers and sisters in the South
Pacific Islands. In the middle of each table is a “talking
item.” The small mosaic elephant comes from Thailand,
the incense burner from India, and the antelope made of
wood comes from West Ghana. In front of each seat you
will see a gift from my mother to you – a writing pen and
a journal. It is my family’s way to travel with me in spirit,
if not in person and to help me welcome you. I hope that
during this time we will remember where we came from
and remember where we are going. The change in time
zones often leave us disoriented and in a daze. We are
gifted in this institute with a time, space, and place to
discuss the beauty of our differences and the challenges
we face. The challenge is how to learn to work with,
through, and in respect of differences with a willingness
to exchange and even integrate our new learning in order
to create something new. It is up to us as library leaders
to be models as we guide one another. It may not be the
Western way that we rely upon. Nor the Eastern way that
we seek. Nor the Southern way. Nor the Northern. It may
be all or none but the way that we will discover will be
a new way, created and blended from thoughts, ideas,
strategies, commonalities, and differences discussed
here. Our ancestors shared in joy and sorrow, adversity
and in triumph. They look upon us and wish us well. They
remind us to listen to the universal drum – the drum that
we all share – the heartbeat that is our mother.
Do you hear her?
Do you feel her?
Welcome!
To the Multicultural Café!
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Thinking Outside the Borders 137
Welcome to the Multicultural Café
The introduction above was performed at the beginning of my session “Communicating in a
Multicultural Environment” at the Thinking Outside the Borders institute of September 2005,
in Springfield, Illinois, United States. Although it is in tune with the World Café methodology,
I have always valued the idea of creating context in order to make multicultural people
feel welcome in the library. Creating context has involved colors, music, food, storytelling,
acknowledgement, and celebration. With context in place then content is more well-received.
At one institute we touched on the ideas of high-context cultures and high-content cultures.
We probably are all a little of both or simply at different places on the continuum. I have
found that in working with multicultural groups that context is just as important as content.
This article describes a number of methods to create context that is equalizing and that is
generative of group conversation where every voice is heard.
Creating a Café Space
At a café one feels relaxed. For some of us it is not a café but a neighbor’s porch. For some
of us it is just under the “learning tree” where we feel the shade, hear the birdsongs, and
learn from the elders. For some of us it is a bench on the plaza where we talk with each
other as the woman with the beautiful rebozo (shawl) walks by. Humble or fancy, indoor or
outdoor, metaphorical or literal, a café typically calls us to refresh ourselves, to slow down,
to rest, to listen and to be listened to, to exchange the concerns and passions that we carry
around for the day or a week or a month or a lifetime.
Interestingly enough, “café” in Spanish means coffee, as well as the color brown. How often
have I been invited for “un cafecito” or “café con leche” (a small coffee or coffee with cream)
with the meaning being - “let’s visit” or “let’s meet”.
At the Thinking Outside the Borders institutes, the planners allowed time during and
between sessions for everyone to socialize and engage with one another. Still, the values,
culture, and language of the United States, as host country predominated. The planners
wanted to make an extra effort to create a time, space, and place in which all would be
welcome and at the same time, out of their “comfort zone”. The “comfort zone” is the place,
time, and space in our daily lives where we can depend on how other people will act, speak,
and behave. In the “comfort zone” there are not many differences or challenges, only our
assumptions based on the societal or cultural norms that we have been taught, have grown
up with, or simply gotten used to.
Creating a new space is about creating a new context. In addition to “what” we say it is
important “how” we say it, share it, listen to it. In addition to saying “welcome” it is important
to create welcoming surroundings. What is welcoming to me may not be as welcoming to
you. My challenge was to foster discussion on cross-cultural and multicultural content and
curriculum within a context that was:
•
Welcoming to all
•
Uncomfortable for all
•
Safe for all
•
Equalizing for all
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Welcome to the Multicultural Café
Susan Schnuer, Barbara Ford, Bonnie Matheis, Joe Natale, and I spoke one day of the “third
space,” the space that is neither mine nor yours but ours. It is also the space where a piece
of you and a piece of me overlap, intersect, or is interdependent and that space is a shared
space that is new. I was charged with facilitating such an environment during my sessions.
What a challenge! This new space would:
• be welcoming of every “voice”, that is, content of what any participant might say in his
or her manner, style, language, and timing
• be inviting and then accepting of all perspectives, no matter how different
• be welcoming of inquiry as a way to learn about, of and with one another in non-intrusive
ways
• be encouraging and supportive of the anger, confusion, sadness or frustration that
occurs when our deeply held assumptions, norms, and values are disagreed with or
challenged
• be encouraging of the idea that sometimes we need to pause or “hold space” (as my
good friend Perviz says) until we transcend from reacting viscerally to difference to
realizing that the deep reaction is the beginning of deeper insights and learning
• remind us that we come to the table, or circle, or classroom as equals but that equality
is not sameness
• model what multicultural communication could look like, be, become when it is truly
inclusive and created by all who have been included
Three Institutes
I was honored to participate in three of the Thinking Outside the Borders Institutes in the
United States with the following sessions:
• September 2005, Springfield, Illinois, United States, “Communicating in a Multicultural
Environment”
• November 2006, Allerton, Illinois, United States, “Diversity and Multiculturalism in
United States Libraries” and then “Perspectives on Diversity and Multiculturalism in
Libraries” with Ujala Satgoor, Deputy Director: Special Units, Library Services, University
of Pretoria, South Africa
• February 2007, Phoenix, Arizona, United States , “Multiculturalism and The Power of
Cultural Values from the heart…to the head…to the library…to the world…and back
again”
Each of the three institutes had approximately 40 participants. Half were Americans from the
state that the institute was held in (for example, Illinois and Arizona) or at one institute there
were librarians from Texas, Washington, DC, Ohio, Oregon, Florida, Colorado, Pennyslvania
as well, half were from other countries including Bulgaria, Canada, Chile, Hungary, Jamaica,
Kenya, Laos, Namibia, Nigeria, Philippines, United Kingdom, Jamaica, Dominican Republic,
Nicaragua, Mexico, Peru, Argentina, Zimbabwe, South Africa, Japan, Vietnam, Costa Rica,
and Columbia.
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Welcome to the Multicultural Café
Each institute also had observers, evaluators, and planners that were present. At times, they
also participated enthusiastically; therefore, there were typically about 50 people in the
room at a time. Each institute had round tables or square tables of 4-6 people at each table. I
requested 4-5 easels with flip charts around the room. I also requested permanent markers
of the colors dark red, dark green, black, and dark blue and plenty of tape.
Methods for Creating a Time, Space, and Place and Convening Groups
This section will describe the tools and methods used throughout sessions.
• Music
• Storytelling
• Insuring Everyone’s Voice: The Talking Stick or Talking Item
• Sharing Responsibility for Time: Passing the Wristwatch
• I Would Rather Write Than Speak: Journaling, Index Cards, Post-Its
• Brainstorming With Flip Charts and Without Judgments
• Communicating in Multiple Settings (dyads, small groups, large groups)
• Facilitation for Inclusiveness in Large Groups
• The World Café
• Visualization
Music!
Music is often referred to as the universal language or I have heard that when bands or
musicians are playing, they provide an example of how diversity of instruments and musicians
can create synergy, a great new combined outcome called music. At the Multicultural Café
session described in the very beginning of this article I played a CD from the South Pacific
(“Putumayo Presents South Pacific Islands”). Some of the participants entered the room,
after lunch, dancing a little bit, shaking their hips, and expressed a pleasant surprise that
I was playing African music. Was it African? Where was it from? It sounded like “home”
to a few of us. It was the sounds, the rhythm, or maybe the intonations and percussion.
Whatever it was, it stirred conversation. I also played music from a woman of South Asian
background (“Kiran Ahluwalia”). One of the participants told me that she was happy to hear
this music, “her” music.
While preparing for my presentation at the Arizona institute I played the South Pacific
music and the planners who helped me set-up and who had been working vigorously the
previous night and all morning, expressed a happiness to hear music.
Music is relieving and can sometimes bring out the most genuine in us. It helps to create
atmosphere, set the tone, set context, and for some of us it helps us to be ourselves. In an
institute of this caliber you want the richest of each person’s essence to emerge.
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Welcome to the Multicultural Café
Music may be used in the following ways:
• As an introduction and part of your “welcome” to the session
• As part of the closure when you are winding down or celebrating the work
accomplished
• During the breaks
• While journaling
• While working with partners Of course your choices of music are important. Do you want lively music? Flute or piano
music that encourages reflection? World music to create a global mood? It is up to you to
find the music and enjoy integrating and infusing it into your program and curriculum.
Music speaks to all of us and gets us talking about our favorite music, instrument, singer,
violinist or the music we used to play, we want to play, and the music that we want to
exchange.
Storytelling
Telling our story. Telling a story. Telling the story. Telling stories. All of us our storytellers.
When we piece together a memory, remember the stories of our grandmothers and
grandfathers, when we pass down a folk tale, or simply tell what happened during the
day or that year, we are storytellers. Some of us are quiet and some of us are expressive
when we tell stories. In the introduction to this article, I demonstrate how storytelling
could be integrated into a “welcome” while hopefully relaxing visitors and at the same time,
provoking them into thinking about global connections. In my presentations I often share
a story of myself or my ancestors in my efforts to reach out and remind us of both the
differences and commonalities in our cultures, our upbringings, and our worldviews.
The importance of “storytelling” came to my attention as a children’s librarian who observed
Ms. Starr LaTronica (Youth Services/Outreach Coordinator, Four County Library System,
Vestal, New York) at work. We visited a children’s classroom to discuss our library’s summer
reading program. The children were restless, uninterested and not listening.
Ms. LaTronica began to tell a story – a story from Haiti. I witnessed the transformation of
the room’s environment from chaotic to tranquil. The children quieted, became interested,
engaged, and curious. I saw one little boy push his desk closer to her. From that day on, I
was determined to learn how to tell stories, especially because I worked in a neighborhood
where the children were not regular readers. It served as a wonderful tool for welcoming
children and leading them to books.
With storytelling we can all practice listening, experience being read to, recited to, and we
can feel the rhythm and cadence of a storyteller’s voice. This is also music. The language
of the stories transports us to another world of the past, of the present, of the future, of
imagination.
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Welcome to the Multicultural Café
Insuring Everyone’s Voice: The Talking Stick or Talking Item
I did not use a stick in my presentations but rather “talking items”. These were small tokens
or gifts given to me over the years that I felt were given with generosity and would therefore,
add to the Thinking Outside the Borders environment.
When you have the talking item in your hand, then you may speak without interruption for
a period of time. It is your “turn” to speak, share, and express passion, dissent, opinions,
agreements, and concerns. The full group listens to you, be it at a table, within in a circle,
or in a classroom, for as long as the person has the item. This method is a way to insure
inclusion and that everyone present is heard.
This exercise can serve as a relief to those that need and want the given time. The dynamics
of group conversation may include:
• People who are very comfortable speaking in groups without formal structure
• People who feel very uncomfortable speaking in groups without formal structure
• People who have a lot to say and frequently, without hesitation
• People who speak less but when they speak it is worth waiting for
• People who are so anxious to speak they forget to listen and often interrupt others or
finish their sentences for them so they can have their turn to speak
• People who will not continue what they are saying or say “please, let me finish my
thought” if they are interrupted
• People who have varied fluencies with the host language
• People who have varied fluencies with the visitors’ languages
• Any of us may are challenged when speaking about something complex or emotional in
languages that are not the home or native language
• Any of us may be challenged when speaking about differences, even in the home
language
Sometimes people get a little nervous as their “turn” comes around. They may get impatient
or find themselves drifting as they “wait their turn.” Others listen with intent, focus, and are
happy to hear people that they had not heard from before. In each scenario, each participant
is requested to stretch out of their comfort zone in order to practice contributing to the
group in new way.
The talking item may be passed from person to person around the table or circle or the
person with the talking item in hand may pass it to the person of choice. People that are
given the talking item could be sitting anywhere but the most important thing is for the
whole group to insure that everyone in the group has had time with the talking item.
In one institute we used the items in the middle of each round table. They were the little
elephant and the incense burner described in the very introduction of this article.
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Welcome to the Multicultural Café
Depending on the question or what is being shared, a participant might want to speak in
their home language in order to express themselves accurately. Of course, you may have
someone else who will help to translate. You will need a little more time with the talking
item in this case. If there is no translator, then the group must trust that the person spoke
from the heart because it is her/his native language.
At another institute for another university we spontaneously created a circle at the end of
the final day in order to share closing thoughts and what everyone would take back home. I
took off and used a bracelet from East Africa that was given to me by a good friend. If your
talking circle is spontaneous, you are sure to find an item in the room that can be shared
and passed around. The talking stick can be used to share introductions or to share closing
thoughts. The group may also have a question that they want to address such as:
• “What has changed for you since coming to this institute?”
• “What will you create when you return home?”
• “What concerns do you have as a librarian?”
• “What do the words ‘international leader’ mean to you?”
Time is always limited in any institute or conference setting. I like to use the next method
to help a group monitor the time.
Sharing Responsibility for Time: Passing the Wristwatch
I learned this technique long ago from Shakti Butler and Michael Bell (who have worked on
transformational leadership, cross-cultural work and social justice) and it is a way for the
whole group to share responsibility for keeping time. You may accompany the talking stick
method with also passing a wristwatch. The wrist-watch is used for timekeeping and given
to the person that has just held the talking item and has finished their time.
For example, Perviz may be to my left. She has the wristwatch. I have the talking item and
I am given 5 minutes to speak. I begin speaking. Perviz tells me or nudges me when I have
1 minute left and then she gives me the wristwatch when my 5 minutes are up. I may end
my talk before my 5 minutes is up and ask her for the wristwatch or I may take the full 5
minutes, however, when she passes me the wristwatch, I must stop talking and begin to
monitor the time of the other colleague sitting on the other side of me.
Sometimes when someone ends sooner than the allotted time they will offer up their “unused” time (for example, an extra 1 or 2 minutes) to the next person so he or she increases
their total to 6 or 7 minutes. and that person will want the extra time and sometimes not.
Typically there is laughter and smiles in the room as we acknowledge our differences - some
of us being people of few words and others of us who enjoy speaking a lot and often! I Would Rather Write Than Speak: Journaling, Index Cards, and Post-its
Writing is another way of expression and especially in an international environment any
participant will welcome an opportunity to write in their home or native language.
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Welcome to the Multicultural Café
Journaling
• creates a space within a space to reflect on an issue, idea, or a question
• allows time to express one’s self without interruptions or censorship and with creativity
using script, diagrams, and drawings
• allows time to clarify or collect your thoughts before sharing them with a partner or
small or large group
• offers a reminder to take a few minutes a day to journal or reflect when we are back
home in our libraries
Even 3 minutes of your own peaceful time can make one feel rich in a 24 hour day. Imagine
5 minutes and then 15 minutes to write your thoughts and unload them onto paper or
perhaps it is onto your laptop. Of course, the journaling period must be timed and limited.
It offers to library leaders, as well, an example of taking time in the day to regroup through
writing.
Rather than having a journal participants may be given index cards to write down questions
or thoughts during the day. When a speaker addresses a large group most people who
feel comfortable speaking aloud will address the speaker directly. For those that are not
as comfortable speaking directly with the speaker, they can submit an index card to the
facilitator. The facilitator may collect index cards and read the comments or questions
aloud to the speaker. The opportunity to write in the home/native language is sometimes
welcomed if someone feels more comfortable writing then speaking. Or the participants
may want to write their questions down in their home language for themselves and then be
better prepared to translate it orally when they speak up directly.
Post-its are also used to write down answers, opinions, votes. They were used in the Pamoja
exercise described in this publication and were used in an exercise in the November, 2007
session with Ujala Satgoor. In the latter, we asked participants to write down “What behaviors
annoy you or make you uncomfortable?” and “What behaviors do you find welcoming?” and
to post their post-its on a large easel. Later on, we read them aloud but no one really knew
whose was whose. The emphasis was on the content at that point and not on who said
what. The content was sensitive and we wanted honesty, so the opportunity to write honest
answers was useful.
In summary, writing allows for a different form of expression that allows the group to be
inclusive. Some of us do not enjoy writing and this portion of a session may be uncomfortable.
This is good to acknowledge. I have been in sessions where someone chooses not to write
but just sits quietly during the allotted time.
Brainstorming with Flip Charts and Without Judgements
Brainstorming allows for the expression of first ideas, questions, responses, and concerns.
When they are documented by scribes then the ideas are visualized and can be viewed by
the whole group as the results of collective energy and input. How easy can brainstorming
exercises be? Are they old-fashioned? Maybe so, however, I find the act of hearing,
acknowledging, writing, making sure I heard correctly and understood correctly, posting up
thoughts, and finally viewing them all around the room – is a multi-sensory communication
experience that helps to bring the group together.
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Welcome to the Multicultural Café
Those of us who have participated in workshops are familiar with them, however,
brainstorming exercises require attention to inclusivity, especially with a multicultural
audience. Typically a brainstorming group requires a number of scribes, sometimes called
recorders. You need:
• Recorders/scribes
• Easels with flip charts (strong easels and flip charts that have “sticky glue” behind make
it easy to post up)
• Dark markers/felt pens (to be seen from far away)
The facilitator’s role is to insure that all have a chance to contribute their thought –
unedited, un-judged, and uninterrupted. Facilitation will be addressed more thoroughly in
the following section of this article but it is important for a facilitator of an international
group to take note of who has spoken and who hasn’t or if people are unedited, un-judged
and uninterrupted. The facilitator also works with the recorder to get the words down on
paper as legibly as possible. The recorder should not change what is said for convenience.
If the recorder needs or wants to shorten what is written, the recorder must ask permission
of the contributor and/or ask if what she has written conveyed the speaker’s meaning
accurately. Sometimes participants will say “Yes!” or they will say “No, not really . . .What
I meant was…” The purpose of such detail is to, yet again, make sure that people are able
to use their voice, in their manner and style and with their own language – be it the home/
native language or the host language.
Once again, these notations are appropriate for attempting a truly inclusive brainstorming
session, in which everyone is heard in their own voice and style. It is often in this environment
where each person’s most powerful sentiments emerge and can catalyze a turning point
for the session to move from “typical” to “in-depth” conversation related to international
issues and relations. If someone is shut down with their idea or begins to feel edited – then
the kernels of authenticity and meaning are lost.
Some of the brainstorming exercises in the institutes included:
1. Name the diverse cultural groups in your country and in your workforce
2. Please share a value that you obtained from your family
Communicating in Multiple Settings: Dyads, Small Groups and Large Groups
It is important to have multiple settings for participants to practice communication in ways
that they are familiar with and ways that are totally different.
Dyads – two people
Dyads allow for exchanging more details of complex situations because there are only
two people. Often these partnerships set a tone for the rest of the institute. Peer-to-peer
conversations can often establish relationships and even lead to making change. Using
dyads is an excellent way to practice listening. If your dyad is allowed 15 minutes then
one participant has 5 minutes to speak, to tell, or to describe while the other listens. Then
the other speaks for 5 minutes, while the other participant listens. You may use the added
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Welcome to the Multicultural Café
minutes to practice free-flow (unstructured) question and dialogue, but it is up to both
participants to speak and listen and check in with the other, to see that they have felt as
if they have been able to speak and if they felt listened to. You learn to practice with one
another.
Typically participants are given an assignment, a question, or an issue to discuss. It could
be as simple as
1. Talk about the educational values that shaped your world view
2. Describe one issue at your library that concerns you and that you would like to change, if you could
3. Describe the diversity of cultures represented in your workforce and/or the clientele
that you serve
4. Talk about the challenges of serving multicultural populations and the strategies you
have used
Triads – three people
When we are in groups of three, we become more than two opinions and two contributions.
We move from the potential partnership of two to a group, maybe a “team”, a tribe, of three
that is not too big, nor too small. There are more opportunities to practice speaking and
listening, as well as having an extra person to volunteer to record or report anything out to
the larger group. There is also more room for difference of opinion.
Small groups (from 4 – 8)
With a group this size it is best to try “free flow” or unstructured conversation. The group
needs to observe if one or two people dominate the conversation either because they are
comfortable speaking, or are “taking the lead” and/or the rest of the group is deferring
to them, therefore, abdicating their own responsibility for contributing. A facilitator can
encourage the group to experiment with the “talking stick” as well.
When the collective is insuring that everyone has had a chance at expressing their voice, then
there is success. The context of the group sharing is almost more important than the content.
Large groups
Large groups require facilitation and a timekeeper in order to foster inclusiveness. Always
think about room-set up and how you want the room. Is it conducive for conversation?
The variables are the comfort level and experience of the facilitator. If the group is of 50
participants or larger it may be best to have more than one facilitator.
a)
Group up to 50
The facilitator needs eyes all around her head. This means that as you listen you must be sure
to acknowledge people in the front, in the back, to your left, to your right, that have indicated
an interest in speaking. Ask the participants to offer their names and how they want to be
addressed. Always try to “name” people according to how they would like to be named. If this
is not possible, then identify them in a respectful way when you call upon them.
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The facilitator needs to move around the room, acknowledging, encouraging, allowing
people to finish and nudging them to wrap up so that someone else can speak, and finally
steering people to address the group rather than the facilitator herself. The facilitator is
often asked to repeat the question and should. If she cannot, then the facilitator must ask
the speaker to repeat their question or comment. The facilitator is also a timekeeper (unless
you have another timekeeper). Regardless the facilitator must steer towards closure, wrapup, summary, and/or any conclusive remarks.
b)
Group up to 100 or more
It is best to have two facilitators. One facilitator can do this if they are experienced and feel
comfortable. Having a microphone that is in the middle of the room for people to walk up to
or a mobile microphone that the facilitator(s) can bring to the speakers are always helpful.
Acknowledge people that are waiting to speak, listen to the speaker, help them come to a
close if necessary, be ready to acknowledge the next person who is waiting and the next
person, keep people on topic and, on course with some allowance for tangents and stories.
It is an art and skill but simply practicing it often is helpful. It is important to ask:
•
Who did we want in the room?
•
Did we hear from who we wanted in the room?
•
Has every voice been heard?
•
Has this group conversation been inclusive?
You may also remember:
1. Acknowledge who wants to speak.
2. Listen.
3. Thank them for sharing.
4. Go to the next person and acknowledge the ones who are waiting their turn.
5. Encourage all to listen and have their presence given to the speaker and not the facilitator.
6. Be mindful of time or ask for a timekeeper.
Facilitating for inclusive dialogue requires physical energy but it is well worth it. You often
will witness an increased energy and synergy in the room.
The World Café – Shaping Our Futures as Conversations that Matter
The World Café created by Juanita Brown and David Isaacs is an excellent methodology of
group development and discussion of meaningful questions, the gathering of one another’s
wisdom, and the creation of new ideas, and strategies, while inviting and integrating
differences. Experimentation is encouraged with this method and this is certainly in line
with the Thinking Outside the Borders principles which encourage flexibility. The World
Café method is being used world wide and plenty of information is accessible at The World
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Welcome to the Multicultural Café
Café Web site. The book (The World Café: Shaping our Futures through Conversation that
Matters by Juanita Brown with David Isaacs and The World Café Community, Berrett-Koeler
Publishers, Inc., San Francisco, 2005) is available at the time of this writing in Spanish,
Portuguese, Japanese, German, and Chinese. You will find online information in multiple
languages as well. It is fun to pour over the site and read from community blogs, learn
about events, join an online community, review and join the directory. You may also sign up
for a free newsletter. Link to “Hosting Guides” at the World Café Web site and there you will
find great guidelines for hosting a café. It is an excellent resource and walks you through
your preparations and implementations.
In summary, a host creates context by having small round tables (as if in a café) that have
café decorations. The tables have a container for colored pens and markers for participants
to write on flip chart paper or large pieces of paper that are on each table for writing,
drawing, diagramming, and any other creative expressions. A question or series of questions
are posed and people discuss one of them at their table. A table host is selected. When the
round of discussion is finished then participants move to another table to address another
question or the same question. A table host remains and briefs the new group of some of
the previous discussion. The new group can view some of the writings and drawings on the
table and perhaps connect ideas and generate new thoughts as a result. After participants
have moved for 2 or 3 rounds, they return to the whole group.
At the Thinking Outside the Borders institutes the World Café method was used twice.
In Phoenix, Arizona (2007), Stephanie Gerding (of the Arizona State Library at the time)
used the following questions during her session:
•
What will Thinking Outside the Borders mean to your library and your community?
•
What will you do differently?
•
How will you share ideas?
•
Describe changes that will happen.
•
Share your thoughts, feelings, and dreams.
Stephanie had espresso cups on her tables and small bowls of candy and a small vase of
flowers. Her café was very inviting.
At Springfield, Illinois (2005) I asked the question:
•
What characteristics and values are needed to be an effective leader in a global,
multicultural environment?
I implemented the café method a little differently as described in the performance
introduction of this article. Each table had a different textile and I incorporated the use of
“talking items” as well.
When the group came back together I recorded their thoughts on effective global leadership.
After a few minutes Mr. Edwin Qobose of Botswana offered a word of value. The word was
“Botho,” “I am because we are.” He explained that when someone walks into the room we see
the “whole” of the person. The person who has “botho” can be effective as a multicultural
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leader. Then, another participant, Mr. Mandla Ntombela shared the value of “ubuntu” from
South Africa. “I am a person through other human beings.” It was at this moment that I
knew we had crossed traditional borders of speaking about global leadership. The World
Café method helped us to transcend and get to that place.
Visualization
An example of a visualization exercise is described in the article by Ujala Satgoor and myself
in this publication. Visualization is a powerful method that combines resting of the mind,
reflection, and imagination. When we are working internationally and discussing many of
our country’s issues we also remember, the wars, the natural disasters, the genocide, the
poverty, and the conflicts. When we imagine what it would take to make changes or when
we remember who has been able to transcend cultural, national, and/or linguistic borders
in order to make change in the world, we increase our capacity for inspiration, hope, and
skill.
In the visualization exercise described in the article “A Space, A Place and a Time: Locating
One’s Self In A Multicultural World,” Ms. Satgoor and I encouraged participants to stop
everything, to put their papers down and to imagine the globe, the world, the earth spinning.
As Mother Earth spinned in their minds, the participants were asked to think of the issues
and events throughout the globe, perhaps in the Middle East or perhaps in the Caribbean.
They were asked to scan, in their minds, the Americas and the great continent of Asia.
What lands were left out? What other lands, countries, regions were of concern to them?
What specific events and issues were of concern? They were allowed to “name aloud” these
regions or these issues, if they liked. After a silent pause, the participants were then asked
to think about who has been able to make change in spite of deeply held values, traumatic
events, and relentless issues.
The answers to this question can be very moving. Many of the names offered in the institute
were recognizable worldwide, however, we learned of people and leaders in many countries
that we knew nothing about before. We also learned that the word “leader” can have negative
connotations in some countries and in certain contexts. When we shared in this visualization
exercise we knew that cross-cultural learning was truly occurring.
In this exercise, participants were also asked what the specific characteristics of each
leader were. Many universal characteristics were shared such as: having vision, being able
to persuade, being fair etc. After using this visualization exercise over the years I have
also heard the following values shared: acceptance, forgiveness, creativity, imagination,
sacrifice, and selflessness.
Conclusion
How we come together is so important. On the surface it is a joy for all of us, across nations,
to come together and gather around our shared interest: libraries and library services.
However, if we dare to share our differences and to delve into the areas of dialogue where we
can gain deeper understanding and insights about one another and one another’s situation
, we expand our mental borders and begin to think outside of them. Collectively we are
able to practice this type of inclusive dialogue and create a new way to be, work, “become”
together. We see and create new possibilities when we hear every voice. Learning how to
convene groups, gatherings, and people in an equitable and inclusive way will enhance your
global leadership skills.
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Welcome to the Multicultural Café
I express gratitude to the University of Illinois Urbana-Champaign and the Illinois State
Library for creating these spaces, places, and times, to practice stretching, expanding,
crossing, and transcending borders of every kind.
May our ancestors always be connected.
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Welcome to the Multicultural Café
Planning for Successful Digital
Imaging Projects
Alyce Scott
Digital Imaging Program, Illinois State Library
Coordinator
“Digital imaging
projects are complex,
time-consuming, and
costly. The success of a
project is generally in
proportion to the time
spent in planning the
project.”
Digital imaging technology has become a more practical
method of providing a greater level of citizen access
to the intellectual content of primary source materials
held in libraries of all types around the world. A library
digitizing primary source material provides access to
its community’s cultural heritage. Digitization most
certainly increases an appreciation of the material and
how it relates to the community and the nation.
Digital imaging projects are complex, time-consuming,
and costly. The success of a project is generally in
proportion to the time spent in planning the project.
To help you avoid some of the pitfalls here are some
recommendations and resources for planning a digital
imaging project.
Some key components of a digital imaging project:
• Selection
• Standards
• Access
Selection - Issues to consider when selecting material
for digitization:
• Collection development plans your library may
already have in place
• Intellectual value of the collection to researchers
• Demand from current (or potential) users
• Historical or geographic area covered by the
collection
• Has another institution digitized the same, or
similar, materials?
• Physical condition of the collection, is the material
suitable for digitization? (Issues to consider:
will preservation work need to be done prior to
digitization; bound volumes should be able to be
opened to at least a 90 degree angle to be scanned;
maps may need to be significantly reduced to display
online resulting in a loss of fine detail and spatial
context)
• Copyright permission (if the materials are not in the
public domain you MUST have permission from the
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Imaging Projects
copyright owner to digitize the material)
Standards for digitization–
• There are many best practices recommendations for digitizing materials. Remember that
these guidelines may require adaptation for particular projects, dependent upon source
document characteristics such as font size, photographic detail, and physical size.
The Illinois State Library Digital Imaging Program uses the following best practices for scanning:
Archival images:
• File saved in uncompressed TIFF format
• Printed black & white text or maps: bitonal, 600 ppi
• Black & white photographs: 8-12 bit grayscale or 24-36 bit color, 300-600 ppi
• Color photographs, manuscripts: 24-36 bit color, 300-600 ppi
Access (or display) images:
• File saved in JPEG format, with medium quality compression
• 150 ppi
• 1024 pixels in length
Thumbnail images:
• File saved in Compuserve GIF format
• 72 ppi
• 150-200 pixels in length
Access - issues in organization, management, and delivery of your digital image collection:
• Metadata: cataloging and technical data associated with digital images either embedded
or as associated text, crucial for searching and access
• Storage: where will the images reside, will you need to purchase a server? Backup/disaster recovery: two copies of all digital image files are recommended, one stored off-site
• Rights management: copyright notices, licensing agreements, digital watermarking
• Viewing software: will your users need to download a plug-in to view the images?
• Finding aids/indexing: will creation of indexes/finding aids be necessary to assist users
in accessing information?
• Reformatting/media refreshing to avoid data degradation: plan ahead, it's inevitable
In closing, it should be noted that digitization is not preservation. While there are elements
of preservation involved in the digitizing process, the purpose of creating digital images
is to provide access to primary source materials that might otherwise be unavailable to
researchers, scholars, and the public.
Resources
Books
Besser, Howard and Jennifer Trant. Introduction to Imaging: Issues in Constructing an
Image Database. Santa Monica, CA: The Getty Art History Information Program, 1995.
Ester, Michael. Digital Image Collections: Issues and Practice. Washington, D.C.: Commission
on Preservation and Access, 1996.
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Planning For Successful Digital
Imaging Projects
Kenney, Anne R. and Oya Y. Rieger. Theory into Practice: Digital Imaging for Libraries and
Archives. Mountain View, CA: Research Libraries Group, 2000.
Northeast Documents Conservation Center. Handbook for Digital Projects. Andover, MA:
NEDCC, 2000.
Smith, Abby. Why Digitize? Washington, D.C.: Council on Library and Information Resources,
1999.
Web sites
Benchmark for Digital Reproduction of Monographs and Serials (revised January 2002)
available at the Digital Library Federation Web site.
Digital Conversion of Research Library Materials by Stephen Chapman and Anne E. Kenney
(Cornell University)
(D-Lib Magazine, October 1996 – old but still useful) available at the Digital Library
Magazine Web site.
Digital Formats for Content Reproductions (Library of Congress) July 1998 available at
The Library of Congress American Memory Web site.
A Framework of Guidance for Building Good Digital Collections (National Information
Standards Organization) available at the National Information Standards Organization
Web site.
Image Quality Calculator (use to determine the best scanning resolution for your digital
images) available at the University of Illinois Library Web site.
Moving Theory into Practice: Digital Imaging Tutorial (Cornell University) available at the
Cornell University Library PReservation and Collection Maintenance Web site.
Metadata
Introduction to Metadata (Getty Institute) available at the Getty Research Institute Web site.
Understanding Metadata (National Information Standards Organization) available at the
National Information Standards Organization Web site.
Copyright
Fishman, Stephen. The Public Domain: How to Find & Use Copyright-Free Writings, Music,
Art & More. Berkeley, CA: Nolo Press, 2001.
Copyright (OCLC Digitization & Preservation Online Resource Center) available at the
OCLC Web site.
Crash Course in Copyright (University of Texas) available at the University of Texas Web site.
When Works Pass Into the Public Domain, 2003 available at the University of North
Carolina Law Library Web site.
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Imaging Projects
Copyright Term and the Public Domain in the United States available at the University of
Cornell Copyright Information Center.
Glossary of Scanning and Digital Imaging Terms
Bit
The smallest unit of computing information.
Bit depth (1-bit, 8-bit, 24-bit)
The amount of information (black and white or color) a computer can discern for each bit
of an image. 1-bit is black and white (off or on), 8-bit is 256 “shades”, “values” or “levels”
of gray or 256 colors, 24-bit is millions of colors.
CD-ROM (Compact Disc-Read Only Memory)
A storage disk for computer files; a CD-ROM can hold about 650 megabytes of data; you
cannot replace the information on a CD-ROM as you can on a floppy disk or hard disk.
Crop
To select out an area of an image. Once an image is cropped, save the cropped version
with a different name, retaining the original image.
Digital image
A computer file which, when used in conjunction with the proper software, will display a
picture on the computer screen or print out to a digital device such as a laser printer.
Dither
A way of arranging the dots in a digitized image that creates an optical illusion of more
continuous colors or gray tones than the computer or device can actually display or print.
Download
To “get” a file; to move a file electronically from one place (such as a Web page or server)
to your machine (such as onto your hard drive or floppy disk).
Downsize
To reduce the file size of an image, by lowering the resolution and/or reducing the square
measurement of the file.
Dpi (dots per inch)
Measure of resolution for a laser printer.
See also: Ppi (pixels per inch)
File format
The specific way digital information is made and stored by the computer. Not all software
applications can read and/or manipulate all file formats. (See: GIF, JPEG, TIFF.)
GIF (Graphics Interchange Format)
A common graphic file format on the World Wide Web; used by online services and Web
browsing software, GIFs contain information compressed into a relatively small file size
and may display faster than other formats.
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Grayscale
A system of displaying images in gray tones (or “levels of gray”), simulating the
continuous gray tones of a photograph. To achieve grayscale, a monitor must be able to
display 2 to 16 bits of information per pixel. This allows the monitor to display a black or
white pixel as well as several values between black and white.
Image file size
The amount of computer storage space a file requires; usually measured in kilobytes (K)
or megabytes (M, MB, mgs or “megs”). An image file that is 5 x 7 inches, 8-bit gray (as in a
black and white photo), resolution 300dpi, is 3M in size. (A floppy disk holds 1.3M.)
Image size
The physical dimensions of the image as measured in the small squares (pixels) of
a computer screen; an image filling a “typical” computer screen (13 inch diagonal) would
be 640 x 480 pixels; compare to image file size above.
JPEG (Joint Photographic Experts group)
Pronounced “JAY-peg”, a graphic file format that compresses information about many
colors (up to 16 million) in the image into a smaller file.
Line art
Black and white art, usually some type of line drawing (such as that produced by pen and
ink).
“Manipulate the image”
Change the image electronically in some way—resize, change the resolution, remove color,
sharpen, clean up, edit, convert the file format, etc.
Output resolution
The detail and clarity (achieved by closeness of dots) with which the image will be
displayed or printed (dependent on the capability of the display or printing device).
Photoshop
Software developed by Adobe, which allows manipulation and editing (enhancing, resizing,
cropping, etc.) of digital images.
Platen
The glass surface of a flatbed scanner.
Ppi (pixels per inch)
Measure of resolution for a monitor.
See also: Dpi (dots per inch)
Resize
To change the size of an image by reducing or increasing the resolution and/or the square
measurement of the file. [Note: it is not possible to add more data to an image after it is
scanned. It is always preferable to scan an image at the size needed rather than to try to
increase the size or resolution later.]
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Resolution
An expression of image size; the sharpness and clarity of an image, achieved by the
closeness of the dots that make up the image. Resolution is expressed for the scanner
as samples per inch (spi), for the screen as pixels per inch (ppi), for the printer as dots
per inch (dpi). Most people say “dots per inch” when speaking of scanning resolution,
(although technically this is not accurate). The more data per inch (samples, pixels, dots)
the higher the resolution of the image and the better looking the image will be. Most
screens display at a resolution of 72 pixels per inch. Most laser printers print at 300 or
600 dpi. Higher resolution image files are much larger than low resolution image files, so
only save a high resolution image if you need to (such as for archiving). You will need a
high resolution image if you are going to print the image in a paper publication and/or
enlarge all or any part of the image on screen or on paper.
Scanner
A device that takes a picture of an image, breaks it down into dots and records it as a
digital file for use with a computer. Some types of scanners are:
• flatbed scanner: A device for converting paper images (photographs, drawings, printed images) into computer graphic files.
• slide scanner: A device for converting 35mm slides into computer graphic files.
Server
A computer on a network that can be accessed by other computers on the same network;
a server can hold software for several people to use and/or space for people to save and
access files.
Size (see “Image file size”)
TIFF (Tagged Image File Format)
A type of graphic file format developed for scanning. TIFFs are bitmapped graphics
that can contain lots of information about each bit or pixel. TIFFs can be read by both
Macintosh and PC/Windows applications, such as PageMaker and QuarkXpress. If you
think you will ever print your image in a book or publication of any kind, you will want to
save a copy of your image as a TIFF. Because TIFFs save a lot of information about each
pixel, they can be very large files.
Value
The lightness or darkness of a gray or a color. The darkest level or value of gray is black
and the lightest level of gray is white.
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Library 2.0:
Creating a Borderless Library
Michael Sauers
Technical Innovation
Commission
Librarian,
Nebraska
Library
“ . . .the central theme
Introduction
is that a library needs
Library 2.0 is one of those concepts that mean different
things to different people. Originally coined by Michael
Casey on his blog Library Crunch and further expanded in
his book Library 2.0: A Guide to Participatory Library Service co-authored by Laura Savastinuk, the central theme is
that a library needs to become more open to the input of
its users; to become a more participatory environment.
to become more open
to the input of its
users; to become a
more participatory
environment.”
By embracing and implementing the themes of Library
2.0 (as I see them, which I’ll be presenting in this article,) a library can easily become borderless. But before
I can give you specifics, let me explain what I envision
as a “borderless library”. To most, when they hear the
word borderless, they think of national or geographical
borders. Although these definitions do have a little to do
with what I’m talking about, I don’t want to be so literal.
There are many borders when it comes to traditional
library service. Whether that border is caused by forcing
the user to come into a building in order to have their
question answered, or if it’s that large piece of wood
we call a reference desk creating a barrier between the
librarian and the user, borders are all around us. Through
Library 2.0 principles, some technological, some not,
we can break down these barriers; think outside these
borders, and create a better environment for both.
Some feel that Library 2.0 is what they’ve been looking
for. To others it’s just a new buzzword that needs to go
away. Others feel that we’ve been doing what Library 2.0
promotes all along and this is nothing new. Some feel that
this is less a revolution, and more an evolution in library
service. In some ways, they’re all right. Whatever you
think of the term, the principles are solid and those that
embrace them are viewed as leaders in the field today.
So, what are the overall principles of Library 2.0? As I
see them they are: beware perfection, be social, and the
end of the culture of “no”. Let’s take a look at what each
of these mean and a few examples of how libraries are
implementing them.
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Library 2.0
Beware perfection
Take a look at many of the online services you’re using today, I bet many of them have a little
“beta” next to their name and/or logo. Google Docs, which I’m using to write this article, is
just one example. Even without an official “beta” designation, many online services today
are in a constant state of change. Many services now launch while still in an incomplete state.
In other words, software is released more often and updated on the fly more than it used to
be. The days of “here’s the new version” are practically over. As more and more people use
services that are constantly changing, they’re going to start to expect that constant change
in other services such as libraries.
Here’s another way to look at it: instead of waiting for some new service or idea to be
considered “perfect” or “ready” by everyone that’s involved, how about getting to the
“functional” stage and then releasing it to the wild. Sometimes, when you give the power to
your users, they’ll discover things about your product and ways to use that product that you
never would have thought of. For example, the photo
sharing site Flickr was originally started in 2003 as
Sometimes, when you give the
a social gaming platform. They soon discovered that
power to your users, they’ll
one particular feature was so popular (photo sharing)
discover things about your product
that they redesigned the service and the mission to
and ways to use that product that
focus on that one smaller feature. The rest, as they
you never would have thought of.
say, is history.
So, let’s say you’ve got a great idea for how to better connect with your users. (I’ll be giving
you a few later on in this article.) Of course, you’ll want to include a few others in the
approval and implementation process for this idea but instead of planning for perfect, plan
for function. Once you’ve got the basics up and running, let it fly. See where is goes. Let it
grow organically. It may soar, it may fall flat. Either way, learn from the experience and take
those lessons with you on to the next idea.
Go where your users are
In the introduction to this article I talked about borders and barriers to service. One of
my examples was the fact that traditionally we expect our users to come to us in order to
avail themselves of our resources. In the past, this has slowly changed with the advent of
telephone service, fax service, and more recently e-mail and Instant Messaging (IM) service.
However, in each of those cases, we still depended on our users to approach us. Instead,
how about we consider going to them.
Going where the users are can be as simple as getting out from behind the reference desk
and wandering the stacks asking your users if they need any assistance. The Ivanhoe library
in Melbourne Australia has gone further and invested in tablet-based UMPCs (Ultra-Mobile
PCs) to provide on-the-spot reference service. I’ve heard stories of other librarians setting
up shop in campus student unions and in local lunch-time restaurants and offering on-site
reference services.
Looking into the more technology-based areas, many libraries are setting up pages in popular
social networking sites such as MySpace, Facebook, and Beebo. Here libraries are posting
information about what’s going on in the library, new items in the collection, and even
providing reference services. A recent study has said that most college students wouldn’t
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Library 2.0
think of looking for a librarian in these services but they definitely won’t find us there if
we’re not there.
Be Social
In the past the Web was very much based on a broadcast model similar to television though
on an admittedly larger scale. A few would learn how to write code (typically HTML) and
create Web pages which they hoped others would view and act upon the information
provided. Today, the Web is much more social in nature.
The simplest way a Library can be social is to blog. Blogs allow the library to easily share what
is going on with their public with a simple point-and-click interface (i.e. no code needed)
and they allow their readers to respond to what the library has said through comments.
This opens a conversation with the library’s users that wasn’t previously possible. Whether
the blog is a separate web site as it is with the Paper Cuts blog of the Topeka and Shawnee
County Public Library in Topeka, Kansas, or integrated with the library’s Web site as a whole
as with the Ann Arbor Library District in Ann Arbor, Michigan blogs are easily implemented
and can become quickly popular with your users. Another great example is the Library
Suggestion Blog of the Virginia Commonwealth University Libraries. Here the library is
posting the content of user-submitted comment cards and replying to them in a very public
manner. Not only does this show that the library is taking comments seriously, but this
method also allows other users to submit their feelings on both the suggestions of other
users and the library’s responses to those suggestions.
Another way a library can become social is to use Del.icio.us Web site to collect and organize
their online reference resources. Ten years ago, libraries used their browser’s bookmarks to
organize Web sites. These, however useful, have many problems the least of which is that
the resources are generally tied to a particular computer. Since then many libraries have
moved these resource lists to a page on the library’s Web site. This is an improvement over
bookmarking but still can be problematic since someone must know code and have access
to the site in order to add or update the resources. Del.icio.us solves all these problems and
adds additional features.
By moving your links off the library’s Web site and on to Del.icio.us you solve the access
problem caused by bookmarks, and you eliminate the need to know code that was required
by listing them on a Web page. The additional benefits include the cross-referencing of
your bookmarks with the bookmarks of others, the ability to tag your bookmarks making
them easier to find within multiple categories, and in combination with RSS technology, the
ability for your users to subscribe to your resources. (For example, a user could subscribe
to your “business” tag and receive a copy of every new resource you add to the library’s
account that relates to business.)
Then, with a little copy-and-pasting of code, libraries can easily link their existing Web site
with the contents of their Del.icio.us account. The Holdrege Public Library in Holdrege,
Nebraska has done just that. Opening their “Links we love” page gives you a tag cloud; the
list of all the tags they’ve used to organize their bookmarks. The larger the tag, the more
it’s been used. Just click on a tag and you’ll receive the list of all the related resources the
library has to recommend.
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Library 2.0
The third social service I encourage libraries to take advantage of is Flickr. If you’re someone
who likes to take photographs, and you don’t have a Flickr account yet, why not? Think
of all the events that occur at your library. Get a digital camera, it doesn’t have to be
an expensive one, and start taking pictures. Children’s events, author appearances, book
displays, remodeling and construction, you name it, take a photo of it. Once you’ve got the
photos, upload them to your library’s Flickr account. Once they’re there tell everyone where
to find them. Use the “Blog This” button to easily add narrative and publish the photo to
the library’s blog. Then, allow your users to add notes to and leave comments about your
photos. Lastly, encourage your users to subscribe to your photos via RSS and let them use
your photos on their blogs. (With proper attribution of course.)
The End of the Culture of No
Lastly, take a look at the impression you give to your users when it comes to the signs in
your library. Does every one of them say what your users can’t do instead of what they can
do? Do your signs use the word “NO” a lot? Try this: perform a sign audit. Walk into your
library and try to view it as a patron would. Read your signs out loud. Do they make your
library sound friendly and inviting or like a nanny-state in which your patrons are viewed
as the enemy; something that needs to be controlled and scolded.
I don’t want to pick on any particular library here so if you’re not sure what I mean, take a
look at the photographs in the Library Signage Flickr pool and read the comments on some
of the photos, especially those that have a lot of comments. The pool contains both positive
and negative examples of library signage. Spend about 15 minutes looking through these
photos and you’ll get the picture.
Conclusion
So, what can you do, starting today to get your library moving toward 2.0? Here’s a brief list
of steps that you can take starting right now.
•Go to a blogger Web site and start a blog. It doesn’t have to be one for the library right
now. Get used to it yourself first, then take it up to the organizational level.
•Go to the Flickr Web site and sign up for an account. Even if you don’t have any photos to
upload right now, use it to explore and see how libraries are taking advantage of it. Join
the Libraries and Librarians group and join in on the discussion.
•Perform a sign audit on your library. Take down every sign that tells your users what they
can’t do or contains the word “NO” and recreate the sign in a more positive manner.
•Think about a project you’re working on right now. Ask yourself: Is it functional? If the
answer is yes, let it go and let others play with it. It may not yet be perfect but you never
know what your users may come up with.
•Think of a few places where you might find users. Maybe it’s MySpace. Maybe it’s the pub
across the street. Think about how you might be able to work within those environments
to provide library services.
Sauers
Thinking Outside the Borders 160
Library 2.0
“The Institute was Great, but
Now What?”
Partnership Projects
Dawn J. Cassady
Director of Circulation Services, The Urbana Free Library,
Urbana, Illinois
Title at Mortenson: Training and Technical Assistance
Coordinator, August 2005–August 2007
“We immediately
saw the power of
extending the Thinking
Outside the Borders
experience beyond the
institutes by way of
partnership projects.”
Introduction/Context
“The institute was great, but now what?” The participants
in the first Thinking Outside the Borders institute
established connections with each other and forged
new relationships, but there was no formal mechanism
in place to keep these connections going and practice
the skills learned. Just as momentum built, the institute
ended. As planning for the second institute got
underway, this question stood out as key to improving
the participants’ experience and adding long–term value
to future institutes. We immediately saw the power of
extending the Thinking Outside the Borders experience
beyond the institutes by way of partnership projects.
During the second institute, pairs of librarians would
brainstorm and then design a project to link them
professionally after the institute ended and establish
connections between their institutions. The projects
would allow participants to:
• practice the communication skills learned at the
institute
• get to know someone from another country more
closely than just during the institute’s sessions or
social opportunities
• learn more about a specific library setting in another
country
• appreciate each others’ knowledge and the unique challenges faced by their partner
• get inspired to try something new in their own
library, and
• involve their colleagues and thus enrich the project.
Cassady
Thinking Outside the Borders 161
The Institute Was Great,
But Now What?
For the Mortenson Center, the partnership projects provided us with a way to keep in
contact with participants after the institute and assess the lasting value of the content.
We felt strongly that deepening the connections beyond the institute would enhance the
experience and would better prepare future library leaders to work successfully in a global
library environment.
Prior to the Institute
Once all of the participants had been selected and invitations to attend accepted, we sat
down to pair up the participants for their partnership projects. Rather than randomly stick
people together, we tried to find natural connections (e.g., technical services librarians
with other technical services librarians, academic librarians with other academic librarians,
librarians from small institutions with other librarians from small institutions, etc.).With
common areas of interest, it seemed there would be a natural context from which to
develop a mutually beneficial and interesting project. The American Library Association’s
(ALA) Sister Library Initiative provided ideas about directions the projects might take. With
limited time within the busy institute schedule to design the projects, it was essential to
give participants starting points that would get them thinking creatively and quickly. (See
Appendix A: Possible Activities for the Library Partnerships.)
We also created the Library Partnership Agreement form to give participants a structure
around which to organize their ideas (see Appendix B). On the form, participants needed
to:
• describe the partnership activity;
• delineate the steps to implement the partnership activity, including a timeline;
• divide the responsibilities (determine, in writing, who would do what); and
• determine who else from each institution needed to be involved.
The form ensured participants took each of these factors into account and kept the scope of
the project realistic. The final key part of the form was a signature line for each participant.
The signature would, in theory, give them reason to take the project seriously and foster a
sense of commitment to move it forward that might otherwise be missing. Including email
addresses after the signature line put everything participants needed on one document—
they did not have to search through masses of institute materials and handouts to find
contact information for their partner.
During the Institute
We gave participants several opportunities to meet with each other and determine the
direction for their projects. On the first full morning, we introduced them to the Partnership
Projects and the rationale behind them. We also distributed the partner assignments, the
sheet of possible activities for the projects (Appendix A), and the Library Partnership
Agreement forms (Appendix B). We wanted to introduce the topic as early in the day as
possible for several reasons:
1. The first official “planning session” would not occur until later that evening.
Cassady
Thinking Outside the Borders 162
The Institute Was Great,
But Now What?
2. Participants could take advantage of any down time during the day’s activities to look at
the materials and begin to think of ideas.
3. Participants also could seek out their partners during free time or meals and begin to get
to know each other.
We purposely inserted formal project planning sessions into the institute schedule to allow
their ideas to take shape. These informal sessions took place in the evening, and the project
coordinator always attended in case participants had questions or wanted to get feedback
on their ideas. One session took place the evening of the first full day; the second the
evening of the second full day. Participants knew they would be expected to stand and
present their ideas to the full group during a special session on the final day. Participants
showed a lot of interest in the project ideas, making for a lively presentation session.
After the Institute
Keeping project momentum going after the institute proved challenging for everyone
involved. The participants returned home and to work after a significant absence (especially
the international participants, who had been away from home the better part of three
weeks). That absence meant multiple tasks and priorities competed for their attention. We
needed to keep the partnership projects at the forefront of their minds to give them the
best chance for success.
Immediately after the institute, we compiled a list of project summaries and created a
PDF document that we emailed to all participants within two weeks of the institute. We
hoped the document, which used the Mortenson Center logo and consistent formatting to
create an official look, would attract their attention through the everyday clutter and thus
keep the projects going. Timeliness (within two weeks) was crucial to remind them of their
commitment in the midst of competing priorities.
We also offered to arrange a meeting time with the project coordinator for anyone attending
the ALA Midwinter Conference, which occurred about two months after the institute. Such
a meeting offered, at least, any librarians in attendance the opportunity to check in and
discuss any problems or challenges they encountered. Unfortunately, very few of the United
States librarians who participated in Borders even attended the conference. Ideally, there
would not have been such a stretch of time in between contacts between the Mortenson
Center and participants. However, the institute was held in the month of November just
preceding the United States Thanksgiving holiday, Christmas, New Year’s, and for many
institutions, an extended holiday break that went well into January of the following year.
Approximately three months after the institute, we checked in with the participants again
via email to get a progress report on the partnership projects.
We asked the following questions:
1. How are things going with the project so far? Please tell us what progress or
accomplishments your partner and you have made on the project.
2. If your partner and you have been encountering challenges either in starting up or in
implementing the project, what are those challenges?
3. What strategies will your partner and you use to address the challenges or continue the
Cassady
Thinking Outside the Borders 163
The Institute Was Great,
But Now What?
progress?
4. How are your partner and you maintaining communication? How frequent is that
communication?
5. How was the idea of doing a project with an international partner received by the
administration of your library?
6. Do you have any other comments about the Partnership Project?
Of the 32 participants, 20 responded to the questions (8 United States librarians and 12
international librarians). Most were having some difficulty in maintaining the project or
communication, and several cited problems with their library’s administration—either
outright objections or complete apathy. Lack of time and funding seemed to be the largest
obstacles of all. However, several projects had taken hold, and even one that had yet to get
underway had hope because of a developing friendship between the participants.
Formal communication between the Mortenson Center and with participants ended at
that point for several reasons; most importantly because of my maternity leave. However,
additional follow-ups may not have been necessary or welcomed. We felt sensitive to the
possibility of being perceived as “pushy” or putting additional pressure on already busy
professionals by continually following up. At that point, we decided, either the participants
would be committed and continue the projects, or wouldn’t. It was up to them.
Summary/Conclusion
Even with the best of intentions, many things can get in the way of successful long-term
international partnership projects. In order to maximize the chance of success, participants
(and project coordinators) must keep the following in mind:
1. Keep project scope realistic. Overly ambitious goals have greater chance of failure.
Consider starting with something extremely small and build on its success to move
toward larger, more demanding projects.
2. Avoid time-sensitive projects. Emails may be delayed, lost, or deleted. Holidays,
vacations, and life events happen that take people out of the library for extended periods
of time. Participants must be able to put the project down/away for a while and still be
able to pick back up. (Try not to begin projects right before a built-in break, such as the
Christmas holidays. In some countries, some libraries and campuses close for over a
month!)
3. Make regular contact with the partner to keep momentum going. Regular contact does
not have to mean frequent (monthly seems to work).
4. Get support of the library’s administration. Participants must be able to show
administrators how the institution will benefit from the project and how it will further
the institution’s mission and/or goals.
5. Avoid projects that require using personal or institutional funds. One way to avoid
this trap is to build on a project within the institution that has already been funded, or
even better, requires no money at all!
Cassady
Thinking Outside the Borders 164
The Institute Was Great,
But Now What?
6. Find a topic/area/goal of high interest to both participants. Passion about the project
will keep things going during the difficult times.
7. Find a topic/area/goal of interest to participants’ colleagues. Getting someone
else excited and committed to the project will increase the chances of success and
sustainability, and will give the partner another contact person to work with when the
main partner is unavailable.
8. Make initial agreements as detailed as possible. Participants will foresee many of the
obstacles and will be able to hit the ground running instead of trying to formulate a
workable plan over long distances.
9. Determine if the project coordinator should stay involved. Involvement could mean
copying the coordinator on email exchanges, asking for advice, or even arranging
additional in-person or electronic meetings, if logistically possible. Both partners must
agree to take this step.
10. Recognize email’s limits. While convenient and not bound by time zones, email may
never get through, be deleted, or be overlooked in a crowded Inbox. Participants should
get creative in using other ways to stay connected, depending on what’s appropriate for
the project (Project Web site? Blog? Shared work space over the WWW? Wiki? Internet
phone?, etc.).
The tremendous benefits and rewards of international library partnership projects make the
effort worth it. We hope anyone planning their own Thinking Outside the Borders institutes
will consider adding a partnership project or some other way to maintain and build on the
relationships developed during future institutes.
Mortenson Center
Thinking Outside the Borders
Fall 2006
Library Partnership Project Summaries
•
•
•
•
•
•
•
Cassady
Create a virtual pen pal program to connect Dominicans studying English and Americans studying
Spanish. While exchanging emails both pen pals will have the opportunity to improve their language
skills, learn about other another culture, and make new friends.
Exchange staff newsletters and organize a pen pal program in order to help staff members learn
about different cultures. This exchange could lead to a short-term staff exchange or visits to partner
libraries.
Start a pen pal program and make display cases about each other’s libraries. Their goal is to create a
formalized sister library program between the two libraries so they can exchange information about
technology and librarian experiences.
Share information between Alberta and Costa Rica in regard to authors, books, reading lists, music
titles and artists, and newsletters. They will share via email and hope that the sharing will promote
cultural learning in both libraries.
Exchange free-access electronic information between the two universities. They will exchange
information about their libraries’ profiles and define information needs at both institutions.
Build a digital collection depicting the historical reality between the two home cities. The collection
of photos will depict scenic videos, historical figures, and other local events during the early years of
the twentieth century.
Develop a concept paper to educate/teach educators about information literacy and computer literacy
Thinking Outside the Borders 165
The Institute Was Great,
But Now What?
•
•
•
•
•
•
•
•
Cassady
skills, assist in the development of the school resource center, and create a link between U.S. high
school students and South African high school students.
Exchange useful materials and information, including information on Spanish language development
and information on American library science education. These materials will be exchanged digitally
whenever possible.
Exchange suggestion lists for books to purchase, including popular authors who are writing in Spanish
and popular North American authors who have been translated into Spanish for leisure reading.
Exchange experience and expertise in two areas: In collections, they will focus on materials for the
gay, lesbian, bisexual, and transgendered (GLBT) community and for the East Indian community. In
training, they will focus on reference and computer skills.
Explore the possibility of arranging a library visit to the American library for a master’s student who is
enrolled in the LIS program at the Mexican library and a reciprocal visit to Mexico by a librarian from
the American library.
Share institutional concepts for assessment criteria, development of assessment instructions, and
development of tools for data collection. This exchange will help them assess librarian teaching at
their own institutions.
Prepare library presentations in order to share complete information about each other’s library services
and collections. The presentations must be designed with the same components for comparison
purposes, and may culminate in a librarian exchange program between the two universities.
Exchange materials and share information. They will explore ideas of how the two libraries could
work together to support rural library development in Costa Rica.
Set up an exchange of books and materials between the two libraries. By exchanging materials both
institutions will become more culturally aware while meeting information needs.
Thinking Outside the Borders 166
The Institute Was Great,
But Now What?
Appendix A
Possible Activities for the Library Partnerships
• Organize a pen pals program for library staff and users to learn from and about each
other.
• Initiate contact via email to discuss issues and concerns.
• Arrange to exchange displays of books and cultural materials.
• Arrange for interlibrary loan to facilitate document delivery between libraries.
• Donate useful books or journals.
• Exchange local newspapers, cultural materials, bibliographies, artifacts and displays of
interest.
• Offer to assist in purchasing materials that are difficult to find in the other country.
• Provide assistance at local professional meetings attended by staff of the partner
library.
• Exchange staff newsletters.
• Create a bulletin board display with photos of your partner library, its staff, and users. Send a scrapbook, slide presentation or videotape of your library to your partner
library.
• Publicize your partner library status via your library newsletter and at speaking
engagements with community groups that have an international focus. Provide
interviews and photo opportunities with local media.
• Share joint activities as part of a summer reading program.
• Start a “one book, one city” project where both libraries promote reading of a particular
book and share programming ideas and activities.
• Set up an evaluation mechanism to help both libraries celebrate their successes and
learn from their mistakes.
• Arrange for short-term exchanges of professional staff.
• Organize a delegation of staff and community members to visit your partner library.
• Other ideas? Use your imagination!
Note: Many of these partnership ideas were borrowed and/or modified from the Sister Libraries
Program of the American Library Association
© Copyright 1997, 1998, 1999, 2000, 2001,
2002, 2003, 2004, 2005, 2006 American Library Association.
Cassady
Thinking Outside the Borders 167
The Institute Was Great,
But Now What?
Appendix B
Library Partnership Agreement
Description of partnership activity:
Steps in implementing partnership activity, including timeline:
1.
2.
3.
4.
5.
Division of responsibilities (who will do what):
Who else from your institutions needs to be involved?
Signature
Date
Email address
Signature
Date
Email address
Cassady
Thinking Outside the Borders 168
The Institute Was Great,
But Now What?
Keep Thinking Outside the
Borders!
Jean Wilkins
Retired Director, Illinois State Library (1999-2004)
“Finally, our world is
small and our lives
are so linked together.
It is within all of
us to ‘Think Outside
the Borders.’ It is an
enriching experience.”
If you have read this publication, I trust the enthusiasm,
exchange of ideas on many subjects and the implicit
good will come through the pages to you. All of us must
acknowledge and understand that differences are part
of our world. At the same time we will find opportunities
to work, to celebrate our lives, libraries, and the world
around us.
Skilled leaders are paramount to the success of all
organizations. In my tenure as Director of the Illinois State
Library, providing opportunities for leadership training
was important to me. I was drawn to participating in the
Institute of Museum and Library Services grant proposal
as a partner with the Mortenson Center at the University
of Illinois, when I saw the possibilities not only for my
own state but for our partners in both the U.S. and other
countries. Bringing together a group of international
librarians for discussion and learning opportunities
centered on leadership strategies provided a unique
opportunity not to be missed.
The Thinking Outside the Borders institutes were
affirming events for attendees. There was time for
conversation that led to discussions of work, family,
home, and community activities. Relationships don’t
happen instantly but coming together in the setting
provided by Thinking Outside the Borders institutes is
a necessary first step in building trust and establishing
commonality. There were many possibilities for
partnerships, collaboration, and most importantly,
friendship. The Illinois, Arizona, and Nebraska institutes
led to associations that will go on past the life of the
IMLS grant. Indeed, those relationships are central to
the goals of the project. Building relationships one at a
time is vital to understanding each other. We can, then,
celebrate commonality.
What did I take away from my institute experiences?
The Mortenson Center partnership with the Illinois State
Library provided a setting for meeting librarians from
Europe, Africa, South America, Japan, and Vietnam.
Almost always, the visitors had an opportunity to spend
Wilkins
Thinking Outside the Borders 169
Keep Thinking Outside
the Borders!
time in my home town, attend a variety of community functions, and get to know their
host families. We had time to talk about library issues we had in common and develop
the relationships that are necessary in our shrinking world. Currently, I’m participating in
activities and organizations that provide opportunities to meet people from outside the
United States. The partnership caused me to “Think Outside the Borders.”
Here are some learning tips I re-committed to, following my involvement with the Thinking
Outside of the Borders project:
•
Be an agent for change in your organization. Form a partnership with a library outside
your own country. It will expand the horizons of your staff.
•
Don’t limit your partnerships only to libraries. Cultural institutions, service organizations,
schools, colleges and universities and local governmental groups are all possibilities.
•
Create your own “Outside the Borders” institute by developing some relationships and
then appropriate programs with a community other than your own.
•
Join an organization that has international programs and the possibility of meeting
people from outside your own country.
•
Invite international visitors to come to the library. They will welcome the opportunity to
learn about you and the community.
•
Make use of technology to go “Outside Your Borders.”
•
Survey the staff and make use of their skills to broaden the scope of the library. Does
anyone on the staff speak more than one language? Does the library have staff that
travel outside the country? Can they use their experiences for programs or to host
visitors to the community?
•
Talk about the people you’ve met and the relationships formed during a “Thinking
Outside the Borders” event. Encourage your colleagues at home to do the same.
•
Use and refer to this training booklet often. The writers who were also presenters
designed their sections with you in mind and with the hopes of guiding us as well as
expanding our international leadership skills.
Finally, our world is small and our lives are so linked together. It is within all of us to “Think
Outside the Borders.” It is an enriching experience.
Best wishes and thanks to all who contributed to this project!
Wilkins
Thinking Outside the Borders 170
Keep Thinking Outside
the Borders!
Contributing Authors
Sandra Ríos Balderrama, RíosBalderrama Consulting,
Fresno, California USA
Carol A. Brey-Casiano, Director of Libraries, El Paso
Public Library, El Paso, Texas USA
Clara Budnik S., Executive Direcor, Directora Ejecutiva,
Foundation for Democracy and Development/Fundación
Democracia y Desarrollo, Chile
Dawn J. Cassady, Director of Circulation Services, The
Urbana Free Library, Urbana, Illinois USA
Thomas F. R. Clareson, Director for New Initiatives,
PALINET, Philadelphia, Pennsylvania USA
Anne Craig, Director, Illinois State Library, Springfield,
Illinois USA
Kathryn J. Deiss, Content Strategist, Association of
College and Research Libraries, American Library
Association, Chicago, Illinois USA
Barbara J. Ford, Director, Mortenson Center for
International Library Programs, University of Illinois at
Urbana-Champaign, Urbana, Illinois USA
Debra Wilcox Johnson, Johnson & Johnson Consulting,
Waunakee, Wisconsin USA
Paula Kaufman, University Librarian and Dean of
Libraries, University of Illinois at Urbana-Champaign,
Urbana, Illinois USA
Bonnie Matheis, Illinois Center for the Book and
Mortenson Programs Coordinator, Illinois State Library,
Springfield, Illinois USA
Mary Ann Mavrinac, Chief Librarian, University of
Toronto Mississauga, Mississauga, Ontario, Canada
Joe Natale, Executive Assistant to the Director for
Planning and Outreach, Illinois State Library, Springfield,
Illinois USA
Thinking Outside the Borders 171
Contributing Authors
Julie Page, Co-Coordinator, California Preservation Program, and User Services, Western
States & Territories Preservation Assistance Service, California State Library, Sacramento,
California USA
Elizabeth Pierre-Louis, Library Program Coordinator, Fondation Connaissance et Liberte,
Open Society Institute, Port-au-Prince, Haiti
Ujala Satgoor, Deputy Director, Special Units Library Services, University of Pretoria,
Pretoria, South Africa
Michael Sauers, Technical Innovation Librarian, Nebraska Library Commission, Lincoln,
Nebraska USA
Susan Schnuer, Associate Director, Mortenson Center for International Library Programs,
University of Illinois at Urbana-Champaign, Urbana, Illinois USA
Alyce Scott, Digital Imaging Program Coordinator, Illinois State Library, Springfield, Illinois USA
Thomas H. Teper, Associate University Librarian for Collections, University of Illinois at
Urbana-Champaign, Urbana, Illinois USA
Jean Wilkins, Retired Director, Illinois State Library, Springfield, Illinois USA
Thinking Outside the Borders 172
Contributing Authors